Class 11 Physical Education Chapter 9 Measurement Notes 2026-27

These Class 11 revision notes on Measurement and Evaluation pull together every definition, test procedure, scoring rule and norm table that the annual paper actually asks for. Test, measurement, evaluation, the five fitness components with their test items, the BMI and waist-to-hip ratio formulas and the three somatotypes are all covered in the order the 2026-27 NCERT textbook prints them.

• Covers all five selected physical fitness components with the exact test, procedure and scoring the textbook prints.
• This chapter usually carries 10 to 14 marks in the Class 11 annual paper.
• Written according to the 2026-27 NCERT Health and Physical Education textbook for Class 11.

Every note on this page is curated by Class 11 Physical Education teachers, checked line by line against the 2026-27 NCERT print, and refined against the last five years of school question papers.

What the Class 11 Measurement and Evaluation Notes Cover

This is one of the most practical chapters in the Class 11 book. Almost everything in it is a test with a fixed procedure and a fixed scoring rule, so the marks come from writing the steps in the right order and quoting the right norm figures.

• Test, measurement and evaluation, the three definitions and how they depend on one another.
• The uses of a measurement and evaluation programme for teachers, students and parents.
• Muscular strength with its physiological and psychic factors, plus the push-up, abdominal curl and squat thrust tests.
• Muscular endurance and the 1000 metre run or walk test.
• Flexibility and the sit and reach test, with the five-band norm table in inches and centimetres.
• Body Mass Index, its formula, the height and weight measurement procedures and the WHO category table.
• Waist-to-hip ratio, its formula, its measurement procedure and the WHO risk table for men and women.
• Somatotypes: endomorph, mesomorph and ectomorph, with the physical characteristics and sport suitability of each.

Tip: every test in this chapter has the same three-part shape in the book, which is objective, equipment required, procedure and scoring. Answer every test question in that same order and you will not miss a mark even if you forget a step.

Test, Measurement and Evaluation Defined

The chapter opens by saying that our day-to-day life is largely associated with these three terms, because we constantly want to know the status or level, attitude or skill, cause or effect of someone's effort. To answer any query or assumption, we use test, measurement and evaluation.

The key line to quote is the relationship between them. Any idea or thought cannot take constructive shape without evaluation, evaluation is based on measurement, and measurement cannot start without using an appropriate test. Test, measurement and evaluation are interrelated, interdependent and follow a continuous process.

Do You Know: the textbook prints a small box saying measurement is a score generally known as data. That single line has appeared as a one-mark fill in the blank.

The Two Forms of Evaluation and Its Three Steps

Evaluation may be formative or summative. The book then says the evaluative process uses three steps, performed in sequence.

1. Process education and objectives, which set what is being judged.
2. Learning experiences, which are what the student actually goes through.
3. Change of behaviour, which is the outcome the evaluation looks for.

Because these steps are performed in sequence, a question asking you to "write the steps of the evaluative process" expects them in this order and not as a random list.

Measurement and Evaluation Basics Explained

Source: Magnet Brains on YouTube

Why the Measurement and Evaluation Programme Matters

The book gives one compact paragraph on usefulness, and it is a guaranteed short answer. A measurement and evaluation programme is very useful for teachers, students and parents in the field of health and physical education, either to check academics or to check the level of fitness.

It then names the purposes of the TME process, which is short for the test, measurement and evaluation process. Learn all eight, because a three-mark question usually asks for any four with a line of explanation.

Measurement and Evaluation of Selected Physical Fitness Components

The chapter names five components and fixes one or more test items against each. This list is the skeleton of the whole chapter, so learn the pairing first and the procedures afterwards.

Also Check: a very common one-mark question is "which test measures flexibility" or "which test measures cardio-vascular endurance". If you know only this table, you already hold those marks.

Muscular Strength: Meaning, Factors and Three Test Items

Muscular strength refers to the ability of the muscle or group of muscles of an individual to overcome or to act against the resistance. The chapter says this was defined in the previous chapter, and then adds the factors it depends on.

Before measuring strength, the book says we must have knowledge of the muscles involved and of the particular exercise meant for a particular muscle along with its supportive muscles. It gives one worked example. While performing pull-ups an individual lifts his body, so the deltoid, latissimus dorsi, trapezius and biceps contract and produce power, whereas the triceps stretch and play the supportive role.

That example leads to the point the paper likes. Pull-ups can be a test item for the strength of the upper limbs, but for the strength of the lower limbs a different exercise is needed. Muscular strength can be measured with the help of one's own body weight, or with equipment such as a dynamometer, tensiometer, weight plates and barbell.

Push-up Test: Objective, Procedure and Scoring

The push-up or press up fitness test measures upper limb muscular strength and muscular endurance. The chapter notes that there are many variations of this test, such as different placement of the hands, how far to dip, the duration of the test and the method of counting the completed push-ups.

• Objective: to identify and assess the muscular strength and endurance of the upper body.
• Equipment: depending on the protocol used, a floor mat, metronome, beat drum, audio tape, clapping or a stopwatch.
• Starting position: hands and toes touching the floor, upper body and legs in a straight line, feet slightly apart, arms at shoulder width apart, extended and at a right angle to the body.
• The push-up can also be started from a plank position, aligning the body with the hands on the floor.
• Action: keeping the back and knees straight, lower the body to a predetermined point, to touch some other object, or until there is a 90 degree angle at the elbows, then return to the starting position with the arms extended.
• The action is repeated until exhaustion, until the individual is unable to perform it in rhythm, or until the target number of push-ups is reached.
• The body should be in a straight line from head to ankles. Hold the down position at 90 degrees, go up, and hold the upward position.
• Scoring: the maximum number of correct push-ups done by the participant at a specific given rate or time is the score.

The book prints a figure showing good push-ups above and bad push-ups below, which is where the "straight line from head to ankles" instruction comes from. If a question asks how a wrong push-up looks, say the hips sag or rise so the body loses the straight line.

Abdominal Curl Test: Objective, Procedure and Scoring

The abdominal curl test helps identify and assess the muscular strength and endurance of the abdominal muscles. This is the single most misquoted objective in the chapter, so fix it now: it is the abdominal muscles, not the back muscles.

• Equipment: a floor mat and a stopwatch.
• Starting position: the individual lies in a supine position with flexed knees and elbows.
• The fingers of both hands are clubbed with each other and kept behind the head.
• Action: the individual raises the upper body and then returns to the initial position, repeatedly, till the given set of time duration ends.
• Scoring: the number of curl ups done at a specified rate or in a specific time is the score.

Squat Thrust Test: Objective, Procedure and Scoring

The squat thrust test enables an individual to identify and assess the muscular strength and endurance of the lower body. The book prints it as three lettered steps, so write it back in the same three steps.

1. Start from a standing position.
2. Go down, achieving a low squat position, and place both palms on the floor.
3. Take both legs back quickly to achieve the plank position, then quickly come back to the original standing position.

Scoring: the maximum number of successive squat thrusts performed in 1 minute is the score. The one-minute time limit is unique to this test in the chapter, so it makes an easy one-mark question.

Tip: the three strength tests split neatly by body region. Push-up is upper body, abdominal curl is abdominal muscles, squat thrust is lower body. Memorise that trio and the true or false section of the assessment is done.

Muscular Endurance and the 1000 Metre Run or Walk Test

Muscular endurance is the ability of the muscles to perform muscular activity over a period of time, or the duration up to which muscular strength can be applied. The chapter attaches three more facts to that definition, and each has appeared as a one-mark question.

• Muscular endurance is related with the time and duration of the activity.
• Slow twitch fibre in muscles is responsible for the activities of muscular endurance.
• Sometimes the term stamina is used in place of endurance.

Many tests exist for muscular endurance, but the textbook discusses only one in detail. Note the wording carefully, because the book says this test is used to identify and assess cardio-vascular endurance even though it appears under the muscular endurance heading.

Flexibility and the Sit and Reach Test

Flexibility is the range of motion around the various joints. The chapter adds that flexibility is the ability of the joints and muscles to perform movements with greater range, and that good flexibility helps execute movement with less muscle tension.

Only one test is given, and it carries a norm table, which makes it the most examinable test in the chapter.

Sit and Reach Norm Table

The book prints the difference between measurements in five bands, in inches with the centimetre value below. Learn the centimetre row, because the answer is scored in centimetres.

The book also shows the test in two steps in its figure. First, measure how far the fingers are from the box. Second, stretch forward and measure again. The difference between the two measurements is what the norm table rates.

Body Mass Index: Formula, Measurement Procedure and WHO Categories

The assessment of Body Mass Index gives information about an individual's level of obesity. The definition and the formula are both one-line answers, so write them exactly.

BMI = Weight in kg divided by (Height in metres) squared. The unit is kg/m². In words, BMI is calculated by dividing the weight of a person by the square of his or her height.

The chapter treats the two measurements that feed the formula as separate procedures, and both have been asked as short answers.

WHO BMI Category Table

BMI is a simple mathematical calculation which tells us whether an individual is normal weighted, over weighted or obese. The World Health Organization has recommended the norms below, printed in the book as Table 1.

Why BMI Is Read Differently for Children

The chapter adds a paragraph that most students skip, and it is exactly the kind of detail a three-mark question rewards. BMI for children aged between 2 and 20 years is calculated in the same way and with the same formula, but it is not judged on the basis of the norms in the table above.

Instead, whatever result comes after calculating the BMI is compared after preparing a percentile table of all the children falling under the same sex and age category.

Waist-to-Hip Ratio: Formula, Procedure and WHO Risk Norms

The waist-to-hip ratio helps find out the fat distribution of a person, which in turn helps evaluate overall health. The chapter gives the reason it matters in one sentence: one who carries more weight around the middle than around the hip may have a higher risk of developing several health issues.

The formula is a straight division. WHR = Waist measurement divided by Hip measurement, written in the book as W divided by H. It is the ratio of the circumference of the waist to the circumference of the hip.

The textbook works one example, and the same numbers turn up in papers, so learn them. If the waist measures 76 cm and the hip measures 97 cm, the waist-hip ratio is 0.78.

Measurement Procedure for the Waist and the Hip

1. Ask the individual to stand straight and breathe out before the waist reading is taken.
2. Place the tape around the waist just above the belly button and take the measurement in centimetres.
3. In the same manner, place the tape around the hip where the hip is widest, and take that measurement.
4. Divide the waist measurement by the hip measurement to get the ratio.

WHO Norms for Waist-to-Hip Ratio

The book prints separate columns for men and women against three health risk levels. Both columns are asked, so do not learn only one.

Apply the table to the worked example and the answer writes itself. A waist-hip ratio of 0.78 sits in the low risk band for a man and also for a woman, because both low risk limits are above that value.

Somatotypes: Endomorph, Mesomorph and Ectomorph

In the 1940s, the American psychologist William Herbert Sheldon developed a theory that there are three body types, or somatotypes: endomorph, mesomorph and ectomorph. This is the section students in the poll found hardest, mostly because the naming logic is skipped.

The names were given after the three germ layers of embryonic development. Learn this table first and the three body types stop being a memory exercise.

Each somatotype has its own distinct physical characteristics and its own supposed personality. The chapter notes that the unique physical characteristics of each body type are still widely used as an important factor while designing workout routines for an individual.

Endomorph

An endomorphic individual typically has short arms and legs and a large amount of mass on the frame. That mass hampers the ability to compete in sports requiring high levels of agility or speed, and to perform sustained weight bearing aerobic activities such as running.

• A pear shaped body.
• A rounded head.
• Wide hips and shoulders.
• Wider front to back rather than side to side.
• A lot of fat on the body, upper arms and thighs.
• Sports of pure strength, like power lifting, are perfect for an endomorph.
• Good for sports such as rugby where bulk is useful, provided it can be moved powerfully.
• They tend to have a large lung capacity, which can suit them to sports such as rowing.
• They can increase muscle mass much more easily than ectomorphs, gain weight easily, and lose condition quickly if the training stops.

Mesomorph

A mesomorphic individual excels in strength, agility and speed related games and sports. Their medium structure and height, along with their tendency to gain muscle and strength easily, makes them a strong candidate for a top athlete in any sport.

• A wedge shaped body.
• A cubical head.
• Wide broad shoulders.
• Muscled arms and legs.
• Narrow hips.
• Narrow from front to back rather than side to side.
• A minimum amount of fat.
• They respond well to cardiovascular and resistance training and can sustain low body fat levels. All the muscle groups can be used to derive positive training adaptation.
• Depending on the sport's needs, they can easily gain or lose weight.

Ectomorph

A predominantly ectomorphic individual is long, slender and thin. Power and strength sports are perhaps not suitable for them, as they are more susceptible to injuries. While they can easily get lean and hard, their lack of musculature severely limits their chances in sports requiring mass.

• A high forehead.
• A receding chin.
• Narrow shoulders and hips.
• A narrow chest and abdomen.
• Thin arms and legs.
• Little muscle and fat.
• Ectomorphs dominate endurance sports and gymnastics.
• They can achieve low levels of body fat, which can be detrimental to health. For females in endurance sports it can result in a cessation of periods and iron deficiency.

The chapter closes with its own conclusion, which makes a neat last line for any five-mark answer. Every individual should try to find out, by using these tests, what types of activities should be done to remain healthy and fit.

Common Mistakes Students Make in the Measurement and Evaluation Chapter

In the same student poll, the BMI and waist-to-hip ratio norm tables were the single biggest source of lost marks, ahead of both the test procedures and the somatotype characteristics.

Measurement and Evaluation Textbook Assessment Questions Answered

The chapter ends with four question types. Here is what each one tests and where its answer sits in these notes.

Short Answer Questions, Solved

1. What is test? A test is a tool used to obtain information to determine the specific characteristics or qualities of an individual regarding knowledge, physical abilities and skill abilities. A unit test, an annual examination, a physical fitness test and a body measurement such as height or weight are all examples.
2. What is measurement? Measurement is a score or data in numerical or grading values, indicating the capacity or ability of an individual, obtained on the basis of an applied test. It can be quantitative, qualitative or both. The score a student gets on the field or in the classroom is measurement.
3. What is evaluation? Evaluation is the process of interpreting the collected data to measure and make the professional judgement of value or worth. It may be formative or summative, and it gives the feedback or effectiveness of the measures after a test has been given.
4. What is flexibility? Flexibility is the range of motion around the various joints. It is the ability of the joints and muscles to perform movements with a greater range, and good flexibility helps execute movement with less muscle tension.
5. Write two characteristics of each somatotype. Endomorph: a pear shaped body and wide hips and shoulders. Mesomorph: a wedge shaped body and wide broad shoulders. Ectomorph: narrow shoulders and hips, with little muscle and fat.

Fill in the Blanks and True or False, Solved

1. BMI is calculated by dividing weight by the square of height.
2. Test is a tool.
3. Measurement can be quantitative or qualitative or both.
4. Two types of flexibility are passive flexibility and active flexibility.

How the Measurement and Evaluation Chapter Appears in the Class 11 Paper

This chapter is short in pages but dense in askable facts, because every test carries an objective, an equipment list, a procedure and a scoring rule. In the annual paper it usually contributes one long answer and three or four shorter ones.

Together that is roughly 10 to 14 marks from one chapter. The same content also feeds the CUET Physical Education paper, where BMI categories and the somatotype characteristics appear as direct one-mark questions.

How to Revise the Measurement and Evaluation Chapter in One Sitting

Students in the poll reported an average of 80 minutes for this chapter and its questions. That is shorter than most Class 11 Physical Education chapters because there is very little theory to argue about, only procedures and figures. Split the time in three blocks.

1. First 20 minutes: learn the three definitions of test, measurement and evaluation, the sequence that links them, and the eight uses of the TME process.
2. Next 30 minutes: write out the five components with their test items, then the objective, equipment, procedure and scoring for all five tests without looking.
3. Last 30 minutes: learn the numbers. The sit and reach norms in centimetres, the BMI category table, the child percentile bands, the WHR norms for men and women, and the worked example of 76 cm and 97 cm.

Also Check: the night before the paper, revise only the two formulas, the three norm tables and the germ layer pairing for the somatotypes. Those three blocks cover most of what an examiner can set from this chapter.

Where the Measurement and Evaluation Chapter Connects to the Rest of the Class 11 Book

This chapter does not sit alone. Three other chapters in the Class 11 Health and Physical Education book use the same terms, and questions sometimes cross between them. Revise them together and you save time on both.

NCERT Notes for All Class 11 Physical Education Chapters

Revision notes are published for each scheduled chapter of the Class 11 Health and Physical Education book. Each page follows the same shape as this one, with tables, a common mistakes block and a downloadable PDF.