physical fitness norms for courses

PHYSICAL FITNESS NORMS FOR FRESHER’S SEEKING ADMISSION IN PHYSICAL EDUCATION

COURSES

By Dr RAJ KUMAR SHARMA

Assistant Professor UGC-HRDC

LNIPE, GWALIOR (M.P)

2017

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2017

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ISBN:978-93-84659-89-9

4

DEDICATED TO

MY

PARENTS, BROTHER, SISTERS, MY WIFE & SON

5

TABLE OF CONTENTS

LIST OF TABLE Page No.

3

Chapter :

I. INTRODUCTION 5

Statement of the Problem

Delimitations

Limitations

Definitions and Explanation of Terms

Significance of the Study

II. REVIEW OF RELATED LITERATURE 10

III. PROCEDURE 13

Selection of Subjects

Administration of Tests & Collection of Data

Statistical Technique for Analysis of Data

IV. ANALYSIS OF DATA AND RESULT OF THE STUDY 17

Scoring of Data

Findings

Discussion of Findings

6

V. SUMMARY CONCLUSIONS AND

RECOMMENDATIONS

29

Summary

Conclusions

Recommendations

BIBLIOGRAPHY 44

7

LIST OF TABLES

Page

1. Mean & Standard Deviations of each Physical Fitness Item for

Boys.

18

2. Mean & Standard Deviations of each Physical Fitness Item for

Girls.

19

3. Norms for Physical Fitness Test Items i.e. Standing Broad Jump,

Shuttle Run, Medicine Ball Throw, 600 Mts, R/W & 50 Mtrs. Run

by using Hull Scale (Boys).

20


Shuttle Run, Medicine Ball Throw,600 Mtrs, R/W & 50 Mts. Run

by using Six Sigma Scale (Boys).

22


Shuttle Run, Medicine Ball Throw, 600 Mts. R/W & 50 Mtrs, Run

by using Hull Scale (Girls).

24


Shuttle Run, Medicine Ball Throw,600 Mts. R/W & 50 Mts. Run

by using Six Sigma Scale (Girls).

26

8

CHAPTER – I

INTRODUCTION

Physical education is rightly recognized as an integral part of education.

The first lesson a human child learn is a lesson of physical activity. No

education, however is ideal, and exalted in its objectives, and is complete

without emphasis on motor activity. The human body is sacred gift of nature.

The growth, development and efficiency largely depend upon the quantity and

quality of motor activities it performs. Compartmentalization of human

personality into “body, mind and spirit” is an over-simplification. The mind and

spirit do not reveal themselves without body. The body, being an observable

material, cause of mind, is an instrument through which man performs all

mundane duties enjoined upon him by nature and society.

Physical education is an educational process that has its aim for the

improvement of human performance through the medium of physical activities

selected to realize the outcomes. Physical education includes the acquisition and

refinement of motor skills, the development and maintenance of fitness for

optimum health wellbeing, the attainment of knowledge and development of

positive attitudestowards physical activity.

Through physical education, one achieves many objectives like th

development of desirable health habits and the proper attitude towards leisure

time activities, Properly organized sports and games results in the total

education of the child. It helps the boys & girls to learn to control their temper,

exercises judgment & act decisively.

The importance of physical fitness is universally acknowledged in the

modern world. It enriches life and helps the individual to fulfill his personality,

it is now exaggeration to say that the physical education is the integral part of

general education and the unified force that emerged out of the judicious blend

of celebrated departments of knowledge, is capable of producing desirable

results among students. Physical education aims at providing physical fitness for

all individua1s.

Fitness always has been concern of man from prehistoric times.

Primitive man was either fighting fit or was subdued by others. Indeed it was

survival of the fittest. The fit individual can live more productive life. He is

likely to respond more effectively to emergency situations. Which may be

9

encountered in everyday life? The pleasure and enjoyment of physical effort

contributes in every part of life.

The AAPHER committee suggested that physical fitness testing

programmes for development of fitness should emphasize the relationship

between health and physical ‘activity. Physical fitness is multi-faceted

continuum extending from birth to death affected by physical activity. It ranges

from optimal abilities in all respect of life through high and low levels of

different physical fitness, to severely limiting disease and dysfunction.

Lit is universally accepted that success in various activities of games and

sports mainly depend upon the physical fitness of its participant. It has been the

matter of great concern for sports teachers and coaches to assess their students.

In order to accomplish this, they use various types of physical fitness tests and

norms.India, the national plan of physical education and recreation was

finalized.

In 1956, which suggested the norms for efficiency test, the first all India

seminar on physical education for principal’s of physical education institutions

was held at L.C.P.E. In 1959, and recommended that the motor ability tests as

prescribed in the national plan to be conducted in various places in the country.

A national physical efficiency drive presently known as national fitness

programme was launched in the country in 1959-60 by the Union ministry of

education with the purpose to create consciousness and enthusiasm amongst the

people of our country for physical fitness and to stimulate their interest for

physical welfare, Which will help them to have a better and more healthful

living.

In order to assess the physical education fitness of the students in school and

colleges various types of tests and norms are to be used. Norms have a definite

value, they are necessary, in order to interpret test scores. In physical education,

norms may be based upon various combinations of age, height and weight.

Norms chart must be evaluated from time to time in determining average and

distributionof data. Thus norms present the status quo, which may not and

probably do not reflect desirable standards.

Professional preparation which refer to the process of preparing for a career,

now a days when the competition is high with regard to the admission in the

other professional courses, depending upon the interest of the student. They

have to undergo prescribed, pre-decided exams or entrance test before getting

admission iii the professional courses of their interest. The procedure may be

10

written test, interview, group discussions and personality test etc. and on the

basis of merit list. The students are given admission in the various professional

courses.

The various institutions of physical education in India have also adopted

different kinds of criteria's to select the best professionals seeking admission in

physical education courses. Generally combination of the following methods are

considered as criterion measures

a) Educational qualification.

b) Physical fitness.

c) Sports proficiency.

c) Interview.

d) Group discussion and

e) Medical fitness test.

The evaluation of physical fitness and sports proficiency is considered to be of

central importance in the selection of physical education students. Different

physical fitness tests are used to assess the physical fitness of candidates in

order to make differences between their levels of physical fitness.

The data has to be interpreted only on the basis of availability of norms.

The norms for most of the standardized test are not available for Indian youths.

Apart from this, there is a need to construct norms for each age group and sex

wise and these may be revised from time to time as the physical fitness level of

youth is changing over a period of time.

Keeping in mind, the above facts, the researcher felt a need to construct

physical fitness norms for entrance test for students seeking admission in

physical education courses separately for boys & girls.

STATEMENT OF THE PROBLEM

The purpose of the study was to compute physical fitness norms for the

entrance test for student seeking admission in Bachelor of Physical Education

(One year) course at School of Studies in Physical Education and Sports

Sciences Jiwaji University, Gwalior.

11

DELIMITATIONS

1. The study was delimited to the motor fitness performance of those students

who were selected for BPEd course for the year 1995, 1996, 1997 & 1998.

2. The study was further delimited to five Physical Fitness test items i.e. 50

mtrs. Run, shuttle run (4 x 10 mtrs), standing broad jump, medicine ball throw,

600 mtrs. Run walk.

3. The study was further delimited to students seeking admission in physical

education courses separately for boys and girls.

LIMITATION

1. As the investigator had to involve large number of subjects, the assistance of

a number of physical education teachers and student was taken for the collection

of data. Although every attempt was made to standardize the testing procedure

yet there could have been variations in taking performance due to individual

difference and which is considered as one of the limitation of this study.

DEFINITION AND EXPLANATION OF TERMSNORMS

The norms are values considered to be representation of a specified

population. Norms are usually based on age, height, weight or various

combinations of their characteristics.

“A norm is a scale which permits conversion from a raw score to a score

capable of comparisons and interpretations”.

PHYSICAL FITNESS

Physical fitness is the ability to carry out daily task with vigor and

alertness, without undue fatigue and with ample energy to engage in leisure time

pursuits and to meet the above physical stress encountered in emergency

situation.

SIGNIFICANCE OF THE STUDY

The marks awarded to the students for achievement in physical fitness

under the scheme of evaluation in physical education, will be more realistic &

justifiable if the scores are scientifically calculated for establishing the norms,

specifically for those who want to choose physical education as the profession.

Further the norms may be periodically revised and such revisions are usually

12

done to upgrade the status of physical fitness. Whenever such review indicates

the need for down grading the norms, usually an investigation is done for such

downfall and remedial measures are done to eliminate the factors which are

responsible for such traits in lowering of physical fitness standards. Thus a norm

serves a purpose of barometer to indicate the state of affairs with respect to

physical fitness of the person who appears in the entrance test to become a

member of the profession of physical education.

The present study will provide norms for evaluating the physical fitness

standards of students seeking admission in courses of physical education at

school of studies in physical education and sports sciences Jiwaji University,

Gwalior and shall enable each student to understand the strong or weak

component of their fitness.

The norms shall also be helpful to the teachers of physical education responsible

for conducting conditioning programme for professional students in order to

carry out periodic evaluation to check the effectiveness of programme.

13

CHAPTER –II

REVIEW OF RELATED LITERATURE

An abstract of normative studies reported in professional literature

that support the need for normative study for specific target population

and specific needs of educational agencies is given in this chapter. A few

studies of comparison of physical fitness of different groups are also

included as they had given a clue for purposive use of norms.

The AAPHER youth fitness test project represented in the first

attempt by the physical education profession to establish national norms.

The test battery was originally developed in 1957 by special committee

of the AAPHER recreation council. The youth fitness test now consists of

six items, for both boys and girls of age group 10-17 and college men and

women .

Robson et. al., had conducted a study of a simple physical fitness

test battery for elementary school children’s. They selected 152 boys and

150 girls of KendriyaVidyalya, Gwalior. The test battery was practicable

and simpler then the existing physical fitness tests and it also evaluate the

essential motor qualities of elementary school children. The norms were

prepared for classifying the children into ability group by assessing their

physical fitness.

Jane, conducted a study and the study determined if there were

significant differences between mean self concept scores with regard to

type of school (enrolment), grade and gender in order to develop

normative tables. Subjects were 817 Costa Rican elementary school

children in grades 1-6 with in the province of San Jose. Stratified

sampling was used with regard to type of school, grade and gender. The

Mzscs which is 25 items non-verbal, bi-polar, pictorial self concept.

Scales was administered to children in 29 different elementary schools.

Results indicated significant differences.

Carl,compared the norms of the boys and girls of Delaware with

national norms. The Delaware norms were equal to or higher than the

national norms between 25th & 85th canticles tended to be higher on the

50th & 100th canticles except for shuttle run.

Motor fitness test batteries were developed at Purdue University for

senior high school girls and pre-adolescent boys. For the former “Arnet”

14

studies four school batteries and recommended one consisting of

modified pull-ups, 60 yards run and standing broad jump (validity .755

and reliability .848).

Ismial and Cowel, devised four batteries for boys of 10-12 years of

age. The regression equation for battery one were 3.319, standing broad

jump +1.596, softball throw +15.371, chins +188.640. The other batteries

included two or three items for which validity ranged from .876 to .904

and with 12 items criterion estimates reliability for battery I was .817.

Bitcon constructed norm tables for grades 9-12 by taking pull-ups, two

minute situps, standing broad jump, 300 yard run, and shuttle run has

showed its validity against the AAPHER youth fitness test. Validity and

reliability co-efficient were .934 and .961 respectively.

Brown, gave four items for motor fitness test to Washington State

University Freshman, man for two years and was validated against

Roger’s physical fitness index, the strength index and the subjective

rating of development (sub fit) class students by their instructors. No

significant differences between means and standard deviation were found

for the two sets of data and the norms based of them were statistically

sound.

Zuti & Corbin, conducted a research for construction of physical

fitness norms for college freshman. They took 3000 freshman of Kansar

State University with in the age from 17 to 19 years. The tests were

conducted for strength, flexibility, body composition. Cardio-vascular

fitness. The result appear to indicate that the college freshman at Kansar

State University were average that the standards were appropriate for the

use of Americans.

Robius, conducted a normative study for Alabama students, 6-14

years old boys and girls were given AAHPER fitness test. Percentile

norms tables were constructed for each item based on age and sex.

Alabama students scored better on event measuring agility, speed and

cardio-vascular endurance but scored poor in abdominal muscular

endurance and flexibility was better.

Maksud and Coutts, conducted a study to establish norms for the

cooper 12 minutes run/walk test applicable to young males. Eighty boys,

11 to 14 year of age served as subjects. The data substantiated the

administrative feasibility and reliability of the 12 minute run walk test for

young adolescent boys. The proposed norms were appropriate within the

limitation of the samples.

The Amateur athletic union of U.S. constructed A.B.C. physical

fitness and proficiency, test and has published standard designed to

15

motivate boys & girls to increase athletic sports youngsters, who meet the

standards in five required and one optional event, the required events

were sprints, walk and sit-ups, pull-ups and standing broad jumps. The

optional items were push-ups, soft ball throw, running, high jumps. The

distance varied for age in running & walking items, modified pushups &

press ups were prescribed for girls & boys under 10 years of age, separate

standards were prescribed for girls & boys in two years age categories

from 6 to 15 and in final grouping for 16 to 18 years old.

Andrews established physical fitness norms for South African boys,

a study to compare their physical fitness level with those of Canadian

boys were undertaken by him. To ascertain the physical fitness level the

AAHPER physical fitness battery (1966) consisting of one minute speed

sit-ups, Standing broad jump, shuttle run, flexed arm hang, 50 yard dash

and 300 yard run was administered to South African as well as to the

Canadian students. The “t” test was applied to compare the mean score of

the two groups and South African boys were found better than their

counter parts in Canada.

Patrick has constructed a motor fitness test battery for girls in lower

elementary grades. The items included in this test strength, Mc. Cloy’s

endurance ratio, leg extension and flexion, well’s sit and reach, base

lengthwise stick balance and vertical jump. It measured the essential

component of motor fitness such as muscular strength, muscular

endurance, cardio.-vascular endurance, flexibility, agility, balance and

power.

Hannan administered test on 100 rural and 100 urban boys. The

urban boys were superior to the rural boys and the differences were

significant at .01 level. The test had been conducted on the following

physical fitness items: standing broad jump, 50 m dash, 600 m run/walk,

shuttle run, and medicine ball throw.

16

CHAPTER – III

PROCEDURE

In this chapter the selection of subject, selection of test items,

procedure for administration of test items, and collection of data, the

statistical treatment of data employed for standardizing the test items and

for constructing the norms have been described.

Selection of Subject

The subjects for this study were those students who had appeared

and were finally selected for the B.P.Ed course at School of Studies in

Physical Education & Sports Sciences, Jiwaji University in the last four

year i.e. 1995, 1996, 1997 & 1998. In total two hundred subjects were

selected by using purposive sampling i.e. fifty subjects of each of the

previous year. Out of two hundred subjects one hundred sixty boys and

forty girls were selected for this study.

SELECTION OF TEST ITEMS

Keeping in mind, the various components of physical fitness,

administrative feasibility of tests and economy of time and cost involved

in this research project, the following physical fitness test items were

chosen.

1) 50 Meter Run:

Two measure speed

2) Shuttle Run:

To measure agility

3) Standing Broad Jump:

To measure explosive strength of legs

4) Medicine Ball Throw:

To measure explosive strength of back and shoulder

5) 600 Meter Run/Walk:

To measure endurance

17

ADMINISTRATION OF TESTS AND COLLECTION OF DATA

The test was administered under the supervision of qualified person

in order to minimize the error. The data was collected on subjects during

their entrance test. The performance of each of the subjects selected for

B.P.ED course at school of studies of physical and sports sciences for the

year 1995,1996,1997 and 1998 was taken from the records of department.

The procedure adopted for the collection of data for each of the tests

items is presented as below.

1. STANDING BROAD JUMP

Purpose: To measure explosive strength of legs

Equipments: Jumping pit and measuring tape.

Description: Subject stand with the feet several inches apart and the toes

just behind the take off line preparatory to jumping the subject

swings the anus backward and bends the knee. The jump is

accomplished by simultaneously extending the knees and

swinging the arms forward.

Rules: Measured from the take off line to the heel touches nearest to

take off line.

Scoring: The three trails were recorded in meters to the nearest of inch

and the best performance of each subjects in this test item was

taken as score for statistical analysis.

2. SHUTTLE RUN

Purpose: To measure agility

Equipment: Two blocks of wood, 2 inches 2 inches 4 inches and

stopwatch, subject can wear sneaker or run barefooted.

Description: Two parallel lines were marked on the floor or ground with the

difference of 10 yard. Place the block of woods behind one of

the lines. The pupil starts from behind the other line on the

signal “Ready? Go! “. The subject runs to the blocks, picks

one up, turns and runs back to the starting line and place the

block behind the line, he then runs back and picks up the

second block, which he carries back across the starting line.

The time elapsed between Ready Go and completion of 4 x

10m distance on the end line was recorded.

18

Rules: Two trials were allowed with some interval between the trials.

Scoring: Time of the better of two trials was recorded to the nearest

tenth of a second. The best performance out of the two recorded

was considered as score for analysis.

3. 50 METER DASH

Purpose: To measure the speed.

Equipments: Two stop watches and marked track.

Description: The test was administered on two subjects at a time, both

subjects took position behind the starting line; the starter used

the command “Ready & Go.

Rules: The score was the amount of time elapsed between the

starters signal and the instant the subject crossed the finish

line.

Scoring: Time was recorded in seconds to the nearest tenth of a

second. The best performance out of the two recorded was

considered as score for analysis.

4. 600 METER RUN I WALK

Purpose: To measure endurance level.

Equipments: 400 M track and stop watches.

Description: The subject used a standing start at the signal “Ready, Go

“the subject starts running the 600 meter distance. The

running was allowed to be interested with walking the timer

called out the times as the subject crosses the finishing line.

Rules: Walking was permitted but the object was to cover the

distance in the shortest possible time.

Scoring: Time was recorded in minutes and seconds. The total time

clocked by each subjects in completing 600 M distance was

taken as score for the analysis of the study.

19

5. MEDICINE BALL THROW

Purpose: To measure explosive strength of back and shoulder.

Equipments: Medicine ball of 2 kg for girls and 4 kg for boys, measuring

tape.

Description: The subject were asked to stand behind the restraining line

facing opposite to the line and asked to throw the medicine

ball while bending backward and throwing the medicine ball

with both hands.

Rules: Three throws were allowed.

Scoring: The performance was recorded of the best of three trials to

the nearest inch and meter.

STATISTICAL TECHNIQUE

The hull scale and six sigma scale were used to construct norms for

each of the physical fitness test items separately for boys and girls for

those students desiring for seeking admission in B.P.Ed. Course at School

of Studies of Physical Education and Sports Sciences, Jiwaji University,

Gwalior, because these two scales provide an incentive to the participant

since one can achieve hundred marks which is not possible in percentile

scale.

In order to construct scales mean and standard deviations were used

as statistical tool for analyzing the data.

20

CHAPTER -IV

ANALYSIS OF THE DATA AND RESULT OF THE STUDY

The statistical analysis of data (performance given by the subjects during

the admission test of B.P.Ed.) collected from the Department of Physical

Education, Jiwaji University has been presented in this chapter.

Scoring of Data

The five physical fitness test items which were used to measure different

components of fitness of the subjects which are as follows:

1. 50 mts run

2. Medicine ball throw

3. Shuttle Run (4 x 10 mts)

4. Standing broad jump

5. 600 mts run/walk

The mean and standard deviation have been calculated for each of the

test item separately for boys and girls. The mean and standard deviations

calculated separately for each event i.e. 50 mts run, standing broad jump,

medicine ball throw, 600 mts run/ walk and shuttle run are presented in Table -1

& 2 separately for boys and girls.

21

TABLE - 1

MEAN & STANDARD DEVIATION OF EACH PHYSICAL

FITNESSTEST ITEMS FOR BOYS

TEST ITEM MEAN STANDARD DEVIATION

50mtsrun

Shuttle run

Standing broad jump

Medicine ball throw

600 mts run/walk

7.90

10.39

2.10

9.65

2.16

0.78

0.45

0.21

0.85

0.24

22

TABLE -2

MEANS & STANDARD DEVIATION OF PHYSICAL FITNESS

TEST ITEMS FOR GIRLS

TEST ITEM MEAN STANDARD DEVIATION

50mtsrun

Shuttle run

Standing broad jump

Medicine ball throw

600 mts run/walk

9.23

11.49

1.78

7.12

2.42

0.97

0.73

0.24

1.21

0.28

The norms prepared for boys by using hull scale is presented in Table -3.

23

TABLE -3

NORMS FOR PHYSICAL FITNESS TEST ITEMS i.e. STANDING

BROAD JUMP, SHUTTLE RUN, MEDICINE BALL THROW, 600 Mtrs

RUN/WALK & 50 Mtrs RUN BY USING HULL SCALE (BOYS)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

10.63

10.35

10.08

9.8

9.53

9.26

8.99

8.71

8.44

8.17

7.90

7.62

7.35

7.08

6.80

6.53

6.26

5.98

5.71

5.44

5.17

11.96

11.80

11.65

11.49

11.35

11.17

11.02

10.86

10.70

10.54

10.39

10.23

10.07

9.91

9.76

9.60

9.44

9.28

9.13

8.97

8.81

6.67

6.97

7.27

7.56

7.86

8.16

8.46

8.75

9.05

9.35

9.65

9.94

10.24

10.54

10.84

11.13

11.43

11.73

12.03

12.32

12.62

1.36

1.43

1.51

1.58

1.65

1.73

1.80

1.87

1.95

2.02

2.10

2.17

2.24

2.32

2.39

2.46

2.54

2.61

2.68

2.76

2.83

3.00

2.91

2.83

2.74

2.66

2.58

2.41

2.38

2.32

2.24

2.16

2.07

1.92

1.90

1.82

1.74

1.65

1.57

1.48

1.40

1.32

24

The norms table-3 for physical fitness test for boys by using hull scale it

may be concluded that the average performance for boys in 50 mts. is 7.90 sec.,

the poorest performance is 10.63 sec and the best performance is 5.17 sec. i.e

when a subject completes the 50 mts. run in 7.90 sec. he will be awarded 50

points, if the subject covers the 50 mts. run in 10.63 sec. then he will be

awarded 0 point and if the candidate completes the 50 mts. run in 5.17 sec. then

he will be awarded 100 points.

The average performance for boys in shuttle run is 10.39 sec. The best

performance is 8.81 sec. The poorest performance for boys is 11.9 sec. It means

that when a candidate completes the shuttle run in 10.39 sec. then the 50 marks

will be awarded, if a candidate completes the shuttle run in 8.81 sec. he will be

awarded 100 points and if the candidate completes the distance of shuttle run in

11.96 sec. then he will be awarded 0 points.

The average performance for boys in medicine ball throws in 9.65 mts.

The best performance is 12.62 mts. The poorest performance is 6.67 mts. i.e

when a candidate throws the medicine ball and covers distance of 9.65 mts. then

he will be awarded 50 marks, if a candidate throws the medicine ball and covers

distance of 12.62 mts. then he will be awarded 100 points and if the candidate

throws the medicine ball to the distance of 6.67 mts. then he will be awarded 0

point.

The average performance for boys in standing broad jump is 2.10 mts.

The best performance is 2.83 mts. The poorest performance is 1.36 mts. i.e.

when a candidate performs the standing broad jump test according to the rules

and jumps up to the distance of 2.10 mts. then he will be awarded 50 points, if a

candidate jumps 2.83 mts. then he will be awarded 100 points and if the

candidate jumps 1.36 mts. then he will be awarded 0 point.

The average performance of the boys in 600 mts. run/walk is 2.16 sec.

The best performance is 1.32 sec. The poorest performance is 3.00 sec. If a

candidate completes the 600 mts. run/walk in 2.16 sec. then he will be awarded

50 points, if a candidate completes 600 mts. run/walk in 1.32 sec. then he will

be awarded 100 points and if a candidate completes 600 mts. run/walk within

3.00 sec. then he will be awarded 0 point.

25

The norms prepared for boys by using six sigma scale is presented in Table - 4.

TABLE -4 NORMS FOR PHYSICAL FITNESS TEST ITEMS i.e. STANDING


RUN/WALK & 50 Mtrs RUN BY USING SIX SIGMA SCALE (BOYS)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

10.24

10.00

9.77

9.53

9.30

9.07

8.83

8.60

8.36

8.13

7.90

7.66

7.43

7.18

6.96

6.73

6.49

6.17

5.93

5.70

5.47

11.87

11.74

11.47

11.33

11.2

11.06

10.93

10.79

10.66

10.52

10.39

10.25

10.12

9.98

9.85

9.71

9.58

9.44

9.31

9.17

9.04

7.1

7.35

7.61

7.86

8.12

8.37

8.63

8.88

9.14

9.39

9.65

9.90

10.16

10.41

10.67

10.92

11.18

11.43

11.69

11.94

12.2

1.48

1.52

1.59

1.65

1.72

1.78

1.84

1.91

1.97

2.03

2.10

2.16

2.22

2.28

2.35

2.41

2.47

2.54

2.60

2.66

2.73

2.88

2.80

2.73

2.66

2.59

2.52

2.44

2.37

2.30

2.23

2.16

2.08

2.01

1.94

1.87

1.8

1.72

1.65

1.58

1.51

1.44

26

The norms table- 4 for physical fitness test for boys by using six sigma

scale it may be concluded that the average performance for boys in 50 mts. is

7.90 sec., the poorest performance is 10.24 sec. and the best performance is 5.47

sec. i.e when a subject completes the 50 mts. run in 7.90 sec. he will be awarded

50 points, if the subject covers the 50 mts. run in 10.24 sec. then he will be

awarded 0 point and if the candidate completes the 50 mts. run in 5.47sec. then


The average performance for boys in shuttle run is 10.39 sec. The best

performance is 9.04 sec. The poorest performance for boys his 11.87 sec. It

means that when a candidate completes the shuttle run in 10.39 sec. then the 50

marks will be awarded, if a candidate completes the shuttle run in 9.04 sec. he

will be awarded 100 points and if the candidate completes the distance of shuttle

run in 11.87 sec. then he will be awarded 0 points.

The average performance for boys in medicine ball throws in 9.65 mts.

The best performance is 12.2 mts. The poorest performance is 7.1 mts. i.e. when

a candidate throws the medicine ball and covers distance of 9.65 mts. then he

will be awarded 50 marks, if a candidate throws the medicine ball and covers

distanceof 12.2 mts, then he will be awarded 100 points and if the candidate


point.

The average performance for boys in standing broad jump is 2.10 mts.


when a candidate performs the standing broad jump test according to the rules

and jumps up to the distance of 2.10 mts. then he will be awarded 50 points, if a

candidate jumps 2.73 mts, then he will be awarded 100 points and if the

candidate jumps 1.59 mts. then he will be awarded 0 point.

The average performance of the boys in 600 mts. Run walk is 2.16 sec.


candidate completes the 600 mts. Run walk in 2.16 sec. then he will be awarded

50 points, if a candidate completes 600 mts. rum ‘walk in 1.44 sec. then he will

be awarded 100 points and if a candidate completes 600 mts. run walk within


27

The norms prepared for girls by using hull scale are presented in Table - 5.

TABLE -5



RUN/WALK & 50 Mtrs RUN BY USING HULL SCALE (GIRLS)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

12.62

12.28

11.94

11.60

11.26

10.92

10.58

10.24

9.90

9.56

9.23

8.89

8.55

8.21

7.87

7.53

7.19

6.85

6.51

6.17

5.83

14.03

13.78

13.52

13.27

13.01

12.76

12.51

12.25

12.00

11.74

11.49

11.23

10.97

10.71

10.45

10.19

9.93

9.67

9.41

9.15

8.89

2.91

3.33

3.75

4.17

4.59

5.01

5.43

5.85

6.27

6.69

7.12

7.54

7.96

8.31

8.81

9.23

9.66

10.08

10.50

10.87

11.35

1.11

1.18

1.24

1.31

1.38

1.44

1.51

1.58

1.64

1.71

1.78

1.84

1.91

1.97

2.04

2.11

2.81

2.25

2.32

2.39

2.46

3.40

3.30

3.20

3.10

3.00

2.91

2.81

2.71

2.61

2.51

2.42

2.32

2.22

2.12

2.02

1.93

1.83

1.73

1.63

1.55

1.44

28

The norms table- 5 for physical fitness test for girls by using hull scale it

may be concluded that the average performance for girls in 50 mts. is 9.23 sec.,

the poorest performance is 12.62 sec. and the best performance is 5.83 sec. i.e.

when a subject completes the 50 mts. run in 9.23 sec. he will be awarded 50

points, if the subject covers the 50 mts. run in 12.62 sec. then he will be

awarded 0 point and if the candidate completes the 50 mts. run in 5.83 sec. then


The average predominance for girls in shuttle run is 11.49 sec. The best

performance is 8.89 sec. The poorest performance for boys is 14.03 sec. It

means that when a candidate completes the shuttle run in 11.49 sec. then 50

marks will be awarded, if a candidate completes the shuttle run in 8.89 sec. he

will be awarded 100 points and if the candidate completes the distance of shuttle

run in 14.03 sec. then he will be awarded 0 points.

The average performance for girls in medicine ball throw is 7.12 mts.






point.

The average performance for girls in standing broad jump is 1.78 mts.


when a candidate performs the standing broad jump test & jumps up to the

distance of 1.78 mts. then he will be awarded 50 points, if a candidate jumps

2.46 mts. then he will be awarded 100 points and if the candidate jumps 1.11

mts. then he will be awarded 0 point.

The average performance of the girls in 600 mts. run/walk is 2.42 sec.






29

The norms prepared for girls by using six sigma scale is presented in Table - 6.

TABLE-6



RUN/WALK & 50 Mtrs RUN BY USING SIX SIGMA SCALE (GIRLS)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

12.14

11.84

11.55

11.26

10.97

10.68

10.39

10.10

9.81

9.52

9.23

8.93

8.64

8.35

8.06

7.77

7.48

7.19

6.90

6.61

6.23

13.68

13.46

13.24

13.02

12.80

12.58

12.36

12.14

11.92

11.70

11.49

11.27

11.05

10.83

10.61

10.39

10.17

9.95

9.73

9.51

9.3

1.06

1.13

1.20

1.27

1.34

1.42

1.49

1.56

1.63

1.70

1.78

1.85

1.92

1.99

2.06

2.14

2.21

2.28

2.35

2.42

2.5

3.49

3.85

4.21

4.57

4.94

5.30

5.66

6.03

6.39

6.75

7.12

7.48

7.84

8.20

8.57

8.93

9.29

9.66

10.02

10.38

10.75

3.26

3.17

3.09

3.00

2.92

2.84

2.75

2.67

2.58

2.50

2.42

3.33

2.25

2.16

2.08

2.00

1.91

1.83

1.74

1.66

1.58

30

The norms table- 6 for physical fitness test for girls by using six sigma

scale it may be concluded that the average performance for girls in 50 mts. is

9.23 sec., the poorest performance is 12.14 sec. and the best performance is 6.23

sec. i.e. when a subject completes the 50 mts. run in 9.23 sec. he will be

awarded 50 points, if the subject covers the 50 mts. run in 12.14 sec. then he

will be awarded 0 point and if the candidate completes the 50 mts. run in 6.23

sec. then he will be awarded 100 points.

The average performance for girls in shuttle run is 11.49 sec. The best

performance is 9.3 sec. The poorest performance for boys is 13.68 sec. It means

that when a candidate completes the shuttle run in 11.49 sec. then 50 marks will

be awarded, if a candidate completes the shuttle run in 9.3 sec. he will be

awarded 100 points and if the candidate completes the distance of shuffle run in

13.68 sec. then he will be awarded 0 points.

The average performance for girls in medicine ball throw is 7.12 mts.





throws the medicine ball to the distance of 3.49 mts, then he will be awarded 0

point.

The average performance for girls in standing broad jump test item is

1.78 mts; the best performance is 2.50 mts. The poorest performance is 1.06

mts. i.e. when a candidate performs the standing broad jump test according to

the rules and jumps up to the distance of 1.78 mts. then he will be awarded 50

points, if a candidate jumps 2.50 mts. then he will be awarded 100 points and if

the candidate jumps 1.06 mts. then he will be awarded 0 point.

The average performance of the girls in 600 mts. run/walk is 2.42 sec.






DISCUSSION OF FINDINGS

It was felt that there is a necessity for developing norms for the students

appearing in admission to B.P.Ed. Course at School of Studies of Physical

Education and Sports Sciences, JiwajiUniversity, Gwalior. With these norms a

physical education teacher and a coach will be able to measure the progress if

any in physical fitness of sportsmen in a periodic manner and with more peruse

means and norms.

31

The scholar has computed two scales namely six sigma and hull scale

separately for boys and girls which may be modified after few years depending

upon the progress made by the physical education majors in these physical

fitness items.

32

CHAPTER – V

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

The purpose of the study was to construct the norms for students

appearing for admission to the course of bachelor of physical education program

at the School of Studies in Physical Education & Sports Sciences, Jiwaji

University, Gwalior. Boys and girls already admitted to B.P.Ed. course in the

last four year i.e. from 1995 to 1998 were chosen as subjects. In total two

hundred subjects were selected as subjects for this study. Out of two hundred

subjects, one hundred sixty boys and forty girls, were selected for this study.

Keeping in mind, the various components of physical fitness,

administrative feasibility of tests and economy of time and cost involved in this

research project, the following physical fitness test items were chosen. 50 Meter

Run - Two measure speed, Shuttle Run - To measure agility, Standing Broad

Jump - To measure explosive strength of legs, Medicine Ball Throw - To

measure explosive strength of back and shoulder, 600 Meter Run/Walk - To

measure endurance.

The test was administered under the supervision of qualified person in

order to minimize the error. The data was collected on subjects during there

entrance test. The performance of each of the subjects selected for B.P.ED

course at School of Studies of Physical Education and Sports Sciences for the

year 1995,1996,1997 and 1998 was taken from the records of department.

The procedure adopted for the collection of data for each of the test

items was as follows, Standing broad jump was recorded in meters to the

nearest inch the best of three trials was recorded and the best performance of the

each subjects in this items was taken as score for statistical analysis. Shuttle run

was recorded to the nearest tenth of a second, the two trials were given and the

best performance out of the two recorded was considered as score for analysis.

50 meter dash was recorded to the nearest tenth of second the best performance

was recorded was considered as the score for analysis. 600 mts run/walk was

recorded in minutes and second, the total time clocked by each subjects in

completing 600 mts distance was taken as score for analysis. Medicine ball

throw was recorded to nearest meter and inch the best performance out of three

trials was recorded as the score for analysis.

The norms were constructed by using six sigma scale and hull scale. The

nouns were prepared separately for boys and girls and for each items of physical

fitness.

33

CONCLUSIONS

It was felt that there is a necessity for developing norms for the students

appearing in admission to B.P.Ed. course at School of Studies of Physical

Education and Sports Sciences, Jiwaji University, Gwalior. With these norms a

physical education teacher and a coach will be able to measure the progress if

any in physical fitness of sportsman in a periodic manner and with more peruse

means and nouns.

The scholar has computed two scales namely hull & six sigma scale

separately for boys and girls which may be modified of the few years depending

upon the progress made by the physical education majors in these physical

fitness items.

RECOMMENDATIONS

In the light of the conclusions drawn, the following recommendation

have been made.

1. It is recommended that the similar study may be repeated by employing

students of different grade.

2. Similar research may be carried out to construct norms for college

students, special groups like armed forces (Army, Navy, I.A.F.), Police,

Civil Services, Employees etc.

3. The teacher of physical education and coaches should utilize the

findings of this study in developing scientific programme of training and

also for selecting potential sportsmen.

4. The present study may be repeated with subjects of age groups other

than those employed in the study.

5. On the basis of prepared norms, the fitness level of students of different

physical education professional institutions of the country may be

compared.

6. This study may provide one of the criteria for selecting potential

beginners in the games and Sports.

34

APPENDICES

35

APPENDIX - A

RAW SCORES OF SUBJECTS ON PHYSICAL FITNESS TEST ITEMS

OF BOYS (YEAR 1995)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

7.44

6.40

6.38

6.37

6.92

7.22

6.32

6.30

7.47

6.72

7.24

6.54

6.38

6.44

6.25

6.91

6.88

6.78

6.94

6.54

10.40

10.25

9.81

10.00

10.32

10.56

10.78

9.59

10.66

10.48

10.21

10.06

10.03

10.07

10.02

10.01

10.31

9.72

10.22

9.93

7.26

8.84

8.81

8.53

6.68

8.86

7.90

10.26

7.46

9.42

8.53

9.42

8.25

7.26

10.21

10.03

8.02

8.53

10.22

7.90

2.26

2.10

2.. 59

2.28

2.03

2.43

2.33

2.15

2.21

2.23

2.18

2.43

2.48

2.13

2.51

2.33

2.26

2.42

1.98

2.31

2.02

1.52

1.26

1.44

2.03

1.42

1.36

1.37

1.48

1.47

1.57

1.40

1.44

1.36

1.32

1.48

1.37

1.47

1.55

1.41

36

APPENDIX - A (Contd.)


OF BOYS (YEAR 1995)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

6.68

7.07

6.65

6.85

7.38

6.44

6.47

6.74

7.12

6.60

6.71

6.30

6.23

6.12

7.11

6.78

6.66

7.00

6.49

6.92

10.44

10.41

10.61

10.34

10.41

10.41

10.61

10.34

10.41

10.61

9.58

10.00

9.90

9.93

9.96

9.71

9.44

9.64

10.25

10.02

9.71

8.82

7.87

8.13

9.80

8.28’

7.87

8.13

9.80

9.40

10.44

10.66

8.80

8.90

10.09

9.22

10.44

7.39

7.73

8.56

2.46

2.33

2.36

2.56

2.46

2.33

2.36

2.56

2.46

2.20

2.33

2.48

2.26

2.26

2.10

1.95

1.93

2.08

2.15

2.56

1.32

1.48

1.44

1.37

1.58

1.58

1.58

1.36

1.43

1.32

1.53

1.55

1.35

1.40

2.21

1.40

1.46

2.22

1.42

1.37

37

APPENDIX - B


OF GIRLS (YEAR 1995)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

9.56

7.34

8.93

9.53

9.72

8.10

8.12

10.50

10.56

7.84

11.37

10.93

11.39

12.77

11.94

11.11

13.12

11.12

12.12

13.13

7.86

7.29

7.25

7.65

6.77

6.85

6.50

6.82

6.20

6.38

1.49

1.70

1.60

1.70

1.84

2.09

1.49

1.79

1.46

1.54

2.52

2.49

2.52

2.39

2.52

2.01

3.07

2.49

2.41

2.30

38

APPENDIX - C


OF BOYS (YEAR 1996)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

7.50

7.28

7.41

7.32

7.59

7.37

7.66

7.38

7.69

7.94

7.50

7.09

7.47

7.40

8.31

7.72

6.66

7.00

7.65

7.68

11.12

11.09

10.84

10.78

11.18

11.12

10.18

11.34

11.06

10.91

10.07

11.13

10.63

11.32

11.22

10.84

10.97

10.00

10.25

11.02

11.30

9.43

7.70

11.35

7.28

7.35

11.78

9.60

11.80

8.58

8.55

13.78

10.75

9.08

9.65

8.80

9.50

8.60

8.70

10.67

2.66

2.24

2.30

2.20

2.35

1.80

2.21

2.20

2.42

2.01

1.81

2.12

2.25

2.65

2.68

2.09

2.33

2.25

2.43

2.10

1.49

1.53

156

2.05

2.08

1.46

1.48

1.58

2.01

2.09

2.30

2.00

2.06

2.08

2.10

2.17

2.20

2.32

2.36

1.51

39

APPENDIX - C (Contd.)


OF BOYS (YEAR 1996)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

38.

39.

40.

7.47

7.53

7.97

7.09

7.75

7.78

7.22

8.03

7.20

7.45

7.78

6.00

8.00

6.87

7.69

7.43

8.16

7.25

7.63

10.12

10.41

10.62

10.37

11.10

10.10

11.11

11.10

11.00

10.12

11.12

9.97

11.20

11.25

11.40

10.62

10.53

10.44

9.94

11.15

10.27

9.15

11.25

9.85

9.85

7.95

10.55

10.18

11.20

9.55

8.71

10.05

9.82

8.25

9.10

14.80

12.35

9.12

2.08

2.12

2.15

2.18

2.30

2.18

2.15

2.30

2.28

1.81

1.96

2.52

2.18

2.50

2.20

2.70

2.29

2.26

2.39

1.53

1.56

1.58

2.08

2.11

2.11

2.12

2.13

2.37

1.44

1.46

1.52

1.58

2.03

2.05

1.38

1.58

2.03

2.08.

40

APPENDIX - D



Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

8.10

7.97

9.27

10.03

10.41

8.91

9.80

9.56

9.40

9.60

10.13

12.50

11.40

10.60

11.10

11.03

11.00

11.25

12.03

11.56

5.65

5.40

6.96

5.43

5.70

10.78

6.83

6.77

7.88

9.10

1.67

1.57

1.54

1.80

2.10

2.00

1.80

1.75

1.85

2.00

2.19

2.12

3.10

2.85

2.90

2.39

2.35

2.35

2.01

2.39

41

APPENDIX - E


OF BOYS (YEAR 1997)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

7.50

7.40

7.10

6.70

7.30

6.90

7.30

7.10

7.40

7.40

6.80

7.80

7.60

6.66

7.60

7.70

8.20

6.70

6.90

8.00

9.84

10.19

9.37

9.59

10.03

10.25

10.03

9.72

10.03

10.29

9.32

10.91

9.78

10.22

10.06

10.00

10.43

9.50

9.25

10.47

11.40

10.56

11.37

9.07

10.90

11.37

10.90

10.44

7.85

10.08.

10.59

9.35

10.71

7.04

9.70

9.60

11.30

13.56

13.25

9.04

2.50

2.75

2.75

2.70

2.40

2.00

2.40

2.50

2.40

2.25

2.85

2.60

2.35

2.20

2.50

2.20

2.00

2.70

2.75

2.50

1.59

1.39

2.00

1.34

1.50

1.54

1.50

1.49

1.49

1.42

1.45

2.07

2.00

1.59

2.17

2.00

1.55

1.40

1.47

1.56

42

APPENDIX - E (Contd.)


OF BOYS (YEAR 1997)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

7.90

7.50

8.10

7.70

7.60

7.80

7.70

8.30

7.70

8.53

7.40

7.70

7.40

8.10

7.50

7.30

7.90

8.30

7.80

7.75

9.97

10.31

10.16

10.22

9.84

10.00

10.07

10.65

11.22

10.59

10.25

10.38

10.47

11.25

10.65

9.19

11.44

10.25

10.07

10.85

8.85

10.00

10.25

10.73

8.30

11.30

11.18

9.86

8.65

10.70

7.46

15.64

9.80

10.62

10.06

10.10

9.96

10.07

9.36

9.95

2.40

2.15

2.35

2.40

2.50

2.35

2.45

2.35

2.50

2.40

2.30

2.20

2.40

2.45

2.20

2.40

2.50

2.45

2.40

2.20

1.58

1.55

1.59

2.08

1.58

1.53

2.02

1.58

1.56

2.25

2.04

3.10

2.06

1.65

2.87

2.04

2.05

2.24

2.12

2.01

43

APPENDIX - F



Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

9.40

9.60

9.00

9.50

9.90

10.20

9.00

9.60

8.62

8.95

11.88

11.70

11.19

10.60

10.80

11.34

11.50

12.32

11.31

10.50

6.85

9.58

6.68

7.43

6.60

7.16

7.30

8.00

5.30

8.78

1.70

2.10

1.80

1.85

1.85

1.80

1.90

1.55

1.85

2.25

2.46

2.45

2.32

2.52

2.82

2.22

2.42

2.25

).90

2.15

44

APPENDIX - G


OF BOYS (YEAR 1998)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

6.87

6.82

7.87

6.57

6.28

6.85

7.38

7.53

7.51

7.22

7.87

7.13

7.62

7.15

8.00

7.81

7.54

7.78

7.44

7.34

10.25

10.06

10.15

9.37

10.22

9.38

9.84

10.44

9.90

9.60

10.66

10.45

10.64

10.44

11.30

9.94

9.85

10.86

10.90

10.90

8.84

9.78

10.16

8.87

9.98

9.14

10.18

10.95

8.79

8.30

10.58

9.85

10.84

10.10

7.90

10.85

12.57

12.37

11.25

10.90

2.33

2.54

2.33

2.31

2.18

2.48

2.28

2.03

2.05

1.90

2.07

2.48

2.11

2.50

2.21

2.11

2.47

2.10

2.25

2.12

1.53

1.48

1.36

1.47

1.59

1.44

2.04

1.47

1.59

1.85

2.05

2.13

1.96

1.85

1.50

2.31

2.15

2.25

2.20

1.95

45

APPENDIX - G (Contd.)


OF BOYS (YEAR 1998)

Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

8.30

8.00

8.44

8.50

8.10

7.80

7.70

8.10

8.70

8.30

7.50

7.28

6.44

6.74

7.41

7.32

6.49

6.92

7.47

7.90

10.50

11.19

11.47

10.93

11.03

11.12

11.15

12.09

10.85

11.44

11.12

10.41

11.09

10.34

10.78

9.58

9.93

9.44

9.12

10.20

8.84

9.00

9.16

8.19

6.96

7.95

9.88

9 73

7.00

10.32

11.30

9.43

8.28

9.80

11.35

9.60

10.44

10.66

8.80

7.39

2.35

2.40

2.50

2.30

2.45

2.15

2.30

2.30

2.30

2.00

2.66

2.33

2.36

2.24

2.30

2.56

2.46

2.20

2.42

2.09

2.19

2.13

2.15

2.06

2.05

2.03

2.08

2.25

2.16

2.35

1.49

1.58

1.48

1.56

2.05

1.55

2.21

1.46

1.48

1.58

46

APPENDIX - H



Points 50 Mts

Run

Shuttle

Run

Medicine

Ball

Throw

Standing

Broad

Jump

600 Mtrs.

Run/Walk

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

9.56

8.93

8.10

8.12

9.72

7.84

8.91

9.40

9.00

8.62

11.37

10.93

11.12

12.12

13.14

10.13

10.60

10.50

11.34

11.19

7.86

7.25

6.85

6.38

5.65

10.78

6.83

9.10

7.43

8.78

1.49

1.70

1.60

1.84

2.09

2.10

1.80

2.10

1.85

1.90

2.52

2.42

2.12

2.85

3.10

2.39

2.46

2.45

2.82

2.25

47

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48

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physical fitness norms for courses

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