Syllabus coverage
- How to carry out the following fitness tests: cardiovascular endurance / stamina (Multi-Stage Fitness Test / 12-Minute Cooper Run)
- Flexibility (Sit and Reach Test); muscular endurance (Multi-Stage Abdominal Curl Conditioning Test)
- Power (Vertical Jump Test); speed (30-Metre Sprint Test)
- Strength (1 Rep Max Test / Hand Grip Dynamometer Test)
- Skill-related tests: agility (Illinois Agility Test); balance: static and dynamic (Standing Stork Test – static); coordination (Anderson Wall Toss Coordination Test); reaction time (Ruler Drop Test)
- The main reasons for carrying out fitness tests, linked to: suitability for different physical activities; identifying strengths and weaknesses; monitoring improvement; comparison to others; informing the design of a training programme; motivation
Part of the IGCSE PE 0413 syllabus 0413 / 0995.
The complete test list, at a glance
Cambridge names exactly the tests below. Learn these and no others: a test from a different course (a step test, a one-minute sit-up test, a standing broad jump) scores nothing on a Cambridge paper.
Every test question comes down to four things: the component measured, the equipment, the procedure and how the result is recorded. If you can give those four, you can answer almost any test question.
| Component measured | Test | Equipment | How the result is recorded |
|---|---|---|---|
| Cardiovascular endurance / stamina | Multi-Stage Fitness Test (bleep test) | 20-metre course, cones, pre-recorded audio with timed bleeps, sound system | The level and number of shuttles reached before the performer can no longer keep time with the bleeps |
| Cardiovascular endurance / stamina | 12-Minute Cooper Run | 400-metre track or measured course, stopwatch | Total distance covered in 12 minutes, in metres |
| Flexibility | Sit and Reach Test | Sit and reach box (or a bench with a ruler fixed level with the feet) | Distance reached in centimetres, to the nearest centimetre |
| Muscular endurance | Multi-Stage Abdominal Curl Conditioning Test | Mat, pre-recorded audio with timed bleeps, sound system | The level and number of sit-ups completed in time with the bleeps |
| Power | Vertical Jump Test | Wall, chalk or tape, tape measure | Difference in centimetres between the standing reach and the jump reach |
| Speed | 30-Metre Sprint Test | Measuring tape, cones, stopwatch (or timing gates) | Time taken to cover 30 metres, in seconds |
| Strength | 1 Rep Max Test | Appropriate weights (free weights or resistance machine), a partner to spot | The heaviest weight that can be lifted once with correct technique, in kilograms |
| Strength | Hand Grip Dynamometer Test | Hand grip dynamometer | The greatest grip force recorded, in kilograms (best of two or three attempts) |
| Agility | Illinois Agility Test | 8 cones, measuring tape, stopwatch | Time taken to complete the course, in seconds |
| Balance (static) | Standing Stork Test | Stopwatch, flat non-slip surface | Time in seconds the position is held, up to a maximum of 60 seconds |
| Coordination | Anderson Wall Toss Coordination Test | Wall, tennis ball, stopwatch, marked throwing line | Number of successful catches in 30 seconds |
| Reaction time | Ruler Drop Test | 30-centimetre ruler | The distance the ruler falls in centimetres before it is caught |
The environment matters too. Most of these tests should be done in the same conditions each time — same surface, same equipment, same time of day, after a proper warm-up — otherwise you are not comparing like with like.
Cardiovascular endurance: the Multi-Stage Fitness Test and the 12-Minute Cooper Run
Both of these tests measure cardiovascular endurance, and either one scores if a question offers you the choice. The difference is how they work: the Multi-Stage Fitness Test increases the pace for the performer, while the Cooper Run leaves the pacing to the performer for a fixed 12 minutes.
| Test | Procedure | How the result is recorded |
|---|---|---|
| Multi-Stage Fitness Test (bleep test) | Mark out a 20-metre course with cones. The performer runs from one line to the other and back in time with the bleeps. The bleeps get closer together as the test goes on, so the running speed required rises. The performer continues until they can no longer keep up with the bleeps (two failures to reach the line in time ends the test). | The level reached and the number of shuttles completed at that level. |
| 12-Minute Cooper Run | After a warm-up, the performer runs as far as possible around a measured course (a 400-metre track is ideal) in exactly 12 minutes. Walking is allowed, but the aim is to cover the greatest distance. Laps and part-laps are counted. | The total distance covered in metres. |
The Multi-Stage Fitness Test gets progressively harder, so it finds the point at which the performer can no longer supply oxygen quickly enough. The Cooper Run measures the same component, but the performer controls the pace.
Flexibility, muscular endurance, power and speed
Four tests, four different components. Keep the procedure simple and in order, then state how the result is recorded.
| Test | Procedure | How the result is recorded |
|---|---|---|
| Sit and Reach Test (flexibility) | Sit on the floor with the legs straight and the feet flat against the box. With both hands together, reach forward slowly and as far as possible along the scale, holding the position for about two seconds without bouncing. | The distance reached in centimetres, taken from the level of the feet. Best of three attempts. |
| Multi-Stage Abdominal Curl Conditioning Test (muscular endurance) | Lie on a mat with the knees bent to about 90°, feet flat and arms across the chest. Sit up in time with the bleeps and return to the start position. The bleeps get faster, so each level requires more sit-ups in the same time. Continue until you can no longer keep time with the bleeps. | The level reached and the number of sit-ups completed at that level. |
| Vertical Jump Test (power) | Stand side-on to a wall, reach up as high as possible with one arm and mark the highest point. Chalk the fingertips, then jump as high as possible from a standing position with a countermovement, touching the wall at the top of the jump. | The difference in centimetres between the standing reach and the jump reach. Best of three attempts. |
| 30-Metre Sprint Test (speed) | After a full warm-up, mark out 30 metres with cones. The performer starts behind the line and sprints through the finish as fast as possible, timed with a stopwatch or timing gates. | The time taken to cover 30 metres in seconds. Best of three attempts, with full recovery between each. |
For the sit and reach, "without bouncing" is the mark-winning detail: bouncing gives a false reading and risks injury. For the 30-metre sprint, recovery between attempts is what makes the third run a sprint rather than an endurance test.
Strength: the 1 Rep Max Test and the Hand Grip Dynamometer Test
Both tests measure strength, but they measure different things: the 1 Rep Max Test measures the maximum force a major muscle group can exert against a heavy load, and the Hand Grip Dynamometer Test measures grip strength in the hand and forearm.
- 1 Rep Max: warm up thoroughly, then select a weight that can be lifted through the full movement with correct technique.
- 1 Rep Max: increase the weight gradually across attempts until the performer can complete only one repetition; that weight is the maximum.
- 1 Rep Max: full rest between attempts, a partner spotting at all times, and the result recorded in kilograms.
- Hand Grip Dynamometer: hold the dynamometer in one hand, with the arm in a fixed position agreed beforehand.
- Hand Grip Dynamometer: squeeze as hard as possible for a few seconds, read the display, rest, and repeat.
- Hand Grip Dynamometer: the greatest force recorded is the result, in kilograms.
Safety is examinable. On a 1 Rep Max Test the mark for "a spotter is used to support the weight if the lift fails" is as real as the mark for the weight itself.
The skill-related tests: Illinois, Standing Stork, Anderson Wall Toss and Ruler Drop
Four tests for the skill-related components. Notice that the recording method differs for each: time, time, number of catches, distance fallen.
| Test | Component measured | Procedure | How the result is recorded |
|---|---|---|---|
| Illinois Agility Test | Agility | Set out a 10-metre by 5-metre course with 8 cones. Start lying face down behind the start cone. On the command, get up, run the set pattern around and between the cones as fast as possible, then through the finish. | The time taken in seconds. Best of two attempts, with rest between. |
| Standing Stork Test | Static balance | Stand on one foot with hands on the hips and the other foot placed against the inside of the supporting knee. On the command, raise the heel off the floor and balance on the ball of the foot. The test ends when the heel touches the floor, the hands leave the hips or the foot moves from the knee. | The time in seconds the position is held, up to a maximum of 60 seconds. Best of two attempts. |
| Anderson Wall Toss Coordination Test | Coordination | Stand about two metres from a wall behind a marked line, holding a tennis ball. Throw the ball at the wall with one hand and catch it with the other, alternating hands for 30 seconds. | The number of successful catches completed in 30 seconds. Best of two attempts. |
| Ruler Drop Test | Reaction time | The performer sits with the forearm resting on the edge of a table and the hand over the edge, ready to catch a ruler held vertically between the thumb and finger. The tester drops the ruler without warning; the performer catches it as quickly as possible. | The distance the ruler falls before it is caught, in centimetres (read at the top of the thumb). The shorter the distance, the faster the reaction time. Average of three attempts. |
The syllabus lists the Standing Stork Test as the static balance test only. If a question asks how dynamic balance is measured, do not invent a test — describe the component and its sporting application instead.
The main reasons for carrying out fitness tests
Cambridge names six reasons, and asks you to link each one to a performer rather than list them. Learn them as a set of six.
| Reason | What it means in practice |
|---|---|
| Suitability for different physical activities | Testing shows whether a performer has the components an activity demands — a performer with high cardiovascular endurance but poor flexibility may suit cross-country running better than gymnastics. |
| Identifying strengths and weaknesses | The results show exactly which components are high and which are low, so training can target the weakness instead of repeating what the performer is already good at. |
| Monitoring improvement | Repeating the same test in the same conditions after a training block shows whether the programme is working; if the score has not moved, the programme needs changing. |
| Comparison to others | Results can be compared with team-mates, with the rest of a squad or with national norms, which helps with selection and with setting realistic targets. |
| Informing the design of a training programme | The results set the starting point: the coach can choose which components to train, how hard to start and how quickly to apply overload. |
| Motivation | A measureable score gives the performer something to beat; seeing a number improve is more motivating than a general feeling of getting fitter. |
A question worth 3 or more marks on reasons wants the reason plus the effect on the performer's training. "To see if you are fit" is not a reason Cambridge recognises.
Writing up a test method in the exam
Structure every test answer the same way: equipment → how it is set up → what the performer does → how the result is recorded. Answers that only describe the action lose the equipment and recording marks.
Describe means the steps in order, with no opinions. Explain means you must say what the test tells you about the performer: "The Multi-Stage Fitness Test measures cardiovascular endurance, so a high level shows the heart and lungs can keep supplying oxygen to the muscles as the pace rises."
Where a question names a component, name the matching test — and where it names a test, name the matching component. That single habit secures the easiest mark on the question.
Key terms you must be able to define
- Fitness test
- A standardised procedure used to measure a specific component of fitness, carried out in the same conditions each time so results can be compared.
- Multi-Stage Fitness Test
- A test of cardiovascular endurance in which the performer runs 20-metre shuttles in time with progressively faster bleeps; the result is the level and number of shuttles reached.
- 12-Minute Cooper Run
- A test of cardiovascular endurance in which the performer covers as much distance as possible in 12 minutes; the result is the distance covered in metres.
- Sit and Reach Test
- A test of flexibility in which the performer reaches forward from a seated position with straight legs; the result is the distance reached in centimetres.
- Multi-Stage Abdominal Curl Conditioning Test
- A test of muscular endurance in which the performer performs sit-ups in time with progressively faster bleeps; the result is the level and number completed.
- Vertical Jump Test
- A test of power in which the performer jumps as high as possible from standing and the jump height is measured against a wall in centimetres.
- 30-Metre Sprint Test
- A test of speed in which the performer sprints 30 metres from a standing start; the result is the time taken in seconds.
- 1 Rep Max Test
- A test of strength in which the performer lifts gradually increasing weights until only one repetition can be completed with correct technique; the result is the maximum weight in kilograms.
- Hand Grip Dynamometer Test
- A test of strength in which the performer squeezes a dynamometer as hard as possible; the result is the greatest grip force recorded in kilograms.
- Illinois Agility Test
- A test of agility in which the performer runs a set course of 8 cones, changing direction throughout; the result is the time taken in seconds.
- Standing Stork Test
- A test of static balance in which the performer balances on the ball of one foot with the other foot against the supporting knee and the hands on the hips; the result is the time held, up to 60 seconds.
- Anderson Wall Toss Coordination Test
- A test of coordination in which the performer throws a ball at a wall and catches it with alternate hands for 30 seconds; the result is the number of successful catches.
- Ruler Drop Test
- A test of reaction time in which a ruler is dropped without warning between the performer's thumb and finger; the result is the distance the ruler falls in centimetres.
Applied to your sport
Cambridge requires you to apply this knowledge to physical activities. Use these as models, then write your own for the sport you play.
Track and Field Athletics
A sprinter uses the 30-Metre Sprint Test to measure speed and the Vertical Jump Test to measure power, because both components decide how quickly the athlete leaves the blocks and how much force goes into the ground.
Cross-Country Running
A distance runner uses the Multi-Stage Fitness Test or the 12-Minute Cooper Run, because cardiovascular endurance is the component the whole event depends on; retesting after a training block shows whether the programme has worked.
Rugby
A forward uses the 1 Rep Max Test to measure the strength needed to push in a scrum and the Multi-Stage Abdominal Curl Conditioning Test to measure the muscular endurance needed to keep that work going through a match.
Netball
A centre uses the Illinois Agility Test and the Ruler Drop Test, because the position depends on changing direction quickly and reacting to a pass the instant it is released.
Artistic Gymnastics
A gymnast uses the Standing Stork Test for static balance and the Sit and Reach Test for flexibility, both of which are scored in the routine through held positions and split leaps.
Flashcards
Click a card to flip it. Mark honestly — the tracker uses this.
Q1Which two tests measure cardiovascular endurance / stamina?
The Multi-Stage Fitness Test and the 12-Minute Cooper Run.
Q2Which test measures flexibility and how is the result recorded?
The Sit and Reach Test; the distance reached in centimetres, best of three attempts.
Q3Which test measures muscular endurance?
The Multi-Stage Abdominal Curl Conditioning Test, recorded as the level reached and the number of sit-ups completed.
Q4Which test measures power and what does it involve?
The Vertical Jump Test: mark your standing reach against a wall, jump as high as possible, and record the difference in centimetres.
Q5Which test measures speed and how is it performed?
The 30-Metre Sprint Test: sprint 30 metres from a standing start after a warm-up, timed in seconds, best of three attempts.
Q6Name the two tests used to measure strength.
The 1 Rep Max Test, recorded in kilograms, and the Hand Grip Dynamometer Test, recorded in kilograms.
Q7Which test measures agility and how is it set up?
The Illinois Agility Test: a 10-metre by 5-metre course with 8 cones, starting face down and running the set pattern; the result is the time in seconds.
Q8Which test measures static balance and what are the rules?
The Standing Stork Test: balance on the ball of one foot with hands on hips and the other foot against the supporting knee; the test ends when the heel touches the floor, a hand leaves the hip or the foot moves. Maximum 60 seconds.
Q9Which test measures coordination and what is the result?
The Anderson Wall Toss Coordination Test; the number of successful catches in 30 seconds, best of two attempts.
Q10Which test measures reaction time and how is the result recorded?
The Ruler Drop Test; the distance the ruler falls, in centimetres. The shorter the distance, the faster the reaction time.
Q11State three reasons for carrying out fitness tests.
Any three of: suitability for different physical activities; identifying strengths and weaknesses; monitoring improvement; comparison to others; informing the design of a training programme; motivation.
Q12Why should fitness tests be repeated in the same conditions?
So results can be compared fairly: the same surface, equipment, warm-up and time of day mean any change in the score comes from the training, not from the conditions.
Exam-style questions
7 questions, 20 marks. Write your answer, then reveal the mark scheme and tick each point you actually made. Answering honestly here is what makes the rest of the site useful.
State the fitness test used to measure agility.
Mark scheme — tick each point you actually made
Examiner tip: One line, one mark. Learn each component against its test as a pair.
Identify the component of fitness measured by the Sit and Reach Test and the component measured by the Ruler Drop Test.
Mark scheme — tick each point you actually made
Examiner tip: Two tests, two components, two marks. Do not describe the procedures — the question did not ask for them.
Describe how the 12-Minute Cooper Run is carried out and how the result is recorded.
Mark scheme — tick each point you actually made
Examiner tip: One mark for the method, one for the recording. Always state the unit — metres, not 'distance'.
Describe how the Multi-Stage Abdominal Curl Conditioning Test is carried out and how the result is recorded.
Mark scheme — tick each point you actually made
Examiner tip: Three marks: starting position, what is done, how it is recorded. Leaving out the starting position is the most common loss of a mark here.
Explain why a coach would carry out fitness tests before designing a training programme for a rugby player.
Mark scheme — tick each point you actually made
Examiner tip: Each mark is a reason plus what it does. Name the reason, then finish the sentence with the effect on the training.
Explain why a netball player would use the Illinois Agility Test and the Multi-Stage Fitness Test, and what the results would tell the coach.
Mark scheme — tick each point you actually made
Examiner tip: Each test needs two marks: what the component lets the player do, and what the result tells the coach. Two tests, four marks.
A coach says: 'Fitness testing is only useful for identifying which players are the fittest.' Evaluate this statement.
Mark scheme — tick each point you actually made
Examiner tip: Evaluation needs the statement acknowledged, countered with named reasons, and a closing judgement. Five separate reasons, five marks.
Exam technique for this topic
- Learn the component for each test as a pair. Half of all test questions begin "State the component of fitness measured by..." and can be answered in four words.
- Never name a test that Cambridge does not list. There is no step test, no one-minute sit-up test and no standing broad jump on the 0413 list.
- Include the equipment and the recording method. A procedure with no equipment and no units is a half answer.
- Give the units: metres for the Cooper Run, seconds for the sprints and the Illinois, centimetres for the sit and reach and the ruler drop, kilograms for the strength tests, and level and shuttle for the bleep tests.
- For reasons for testing, name the reason and then say what difference it makes — to training, to selection or to the performer's motivation.
Why students lose marks here
A student wroteThe Harvard Step Test is used to measure cardiovascular endurance.
Why it loses marksThat test is not on the Cambridge IGCSE 0413 list. Only the Multi-Stage Fitness Test and the 12-Minute Cooper Run are named for cardiovascular endurance.
The answer that scoresCardiovascular endurance is measured by the Multi-Stage Fitness Test, where the performer runs 20-metre shuttles in time with progressively faster bleeps, or by the 12-Minute Cooper Run, where the performer covers as much distance as possible in 12 minutes.
A student wroteTo test agility you run around some cones and see how you do.
Why it loses marks"Some cones" and "how you do" are not a method. The course dimensions, the number of cones, the starting position and the timed result are all marks.
The answer that scoresThe Illinois Agility Test uses a 10-metre by 5-metre course marked with 8 cones. The performer starts lying face down behind the start cone, gets up on the command and runs the set pattern around and between the cones as fast as possible. The result is the time taken in seconds, best of two attempts.
A student wroteThe Vertical Jump Test measures strength because you have to push hard off the ground.
Why it loses marksPushing hard is strength, but the test is about how quickly that force is released, which is power. Naming the wrong component loses the mark even if the procedure is perfect.
The answer that scoresThe Vertical Jump Test measures power — the ability to release maximum force in the shortest possible time. The performer marks their standing reach against a wall, then jumps as high as possible, and the difference between the two marks is recorded in centimetres.
A student wroteFitness tests are carried out to see whether someone is fit.
Why it loses marksToo vague to score. Cambridge wants a named reason, such as identifying strengths and weaknesses, plus what the coach does with the information.
The answer that scoresFitness tests identify a performer's strengths and weaknesses, so the coach can design a training programme that targets the weak component. Repeating the tests later monitors improvement, and comparing the scores with team-mates or national norms helps with selection.
Where this fits in IGCSE PE 0413
This page is one topic of Cambridge IGCSE PE 0413 / 0995. IGCSE PE 0413 is the course home: every area and every topic in Cambridge's own order, the papers you sit and what each one tests, and the exam-practice tools. The full topic list, with each topic linked to its revision page, is on the IGCSE PE 0413 syllabus page.