1. FITNESSGRAM
State Mandated Test
GOLF

2. Essential Questions How can you increase cardiovascular endurance?
How can you increase abdominal strength and endurance?
How can you increase upper body strength and endurance?
How can you increase flexibility?
How do you know if you are becoming more fit?

3. HISTORY Fitnessgram was created in 1982.
Creating an easy way for PE teachers to report to parents on children’s fitness levels.
Students are tested and the information is put into a computer system.
The students are classified as:
HFZ (healthy fitness zone)
NI-high risk (needs improvement)
NI-some risk (needs improvement)
UW-underweight

4. FITNESSGRAM EQUIPMENT
Scale
Cone
Ruler
Mat
Sit and reach box
CD player

5. SAFETY
Wear comfortable clothing when participating in the fitnessgram assessment.
Make sure the area is debris free.
Wait your turn.
Practice good listening.

6. PACER AEROBIC CAPACITY
Set to music, a paced (using beeps), 20-meter run (back and forth) increasing in intensity as time passes.
We perform the pacer test to measure how strong and how long our heart can work. The longer we are able to run/walk/or move helps us measure the heart’s strength.

7. PACER CUES AEROBIC CAPACITY Listen for the beep
Move to cone/target as fast as you can
Wait to hear the next beep
Move to cone again (repeat)

8. PACER MODIFICATIONS AEROBIC CAPACITY Exclude cadence
Endurance testing utilizing wheelchair or walker (time or distance)
Measure continuous movement during the pacer. Disregard the time it takes to get to the line
Walk
Run or walk to line, wait for peers to go up and back, then join peers again going back
Walk one and run one (same if in wheelchair)
Run (push wheelchair) with a partner who can help with cadence and encouragement
Set individual goals for child with disabilities (challenging but realistic
Peer/adult modeling or walking with them with verbal prompt
On the track, measure how far they can travel in set time

9. MUSCULAR STRENGTH AND ENDURANCE
CURL UP -Measuring abdominal strength and endurance, students lie down with knees bent and feet unanchored. Set to a specified pace, students complete as many repetitions as possible to a maximum of 75.
PUSH UP-Measuring upper body strength and endurance, students lower body to a 90-degree elbow angle and push up. Set to a specified pace, students complete as many repetitions as possible
TRUNK LIFT – Measuring trunk strength, students lie face down and slowly raise their upper body long enough for the tester to measure the distance from the floor and the student’s chin

10. CURL UP MUSCULAR STRENGTH AND ENDURANCE
Testing abdominal/stomach strength and endurance. Students lie down with knees bent and feet unanchored. Set to a specified pace, students complete as many repetitions as possible to a maximum of 75.

11. MUSCULAR STRENGTH AND ENDURANCE
CURL UP CUES
MUSCULAR STRENGTH AND ENDURANCE
Lie down
Knees bent
Feet anchored
Curl up until hands touch marked line

12. MUSCULAR STRENGTH AND ENDURANCE
CURL UP MODIFICATIONS
MUSCULAR STRENGTH AND ENDURANCE
Exclude cadence
In wheelchair, student stretches arms forward to touch an object
Alternate leg lifts
Standing Sit up
In wheelchair or on back, student raises arms up and down
In Wheelchair or on back, student raises head up and down
Hands across chest
Hands on thighs, curl-up until hands slide to the top of the knees
In a wheelchair, student can lean forward, then do trunk extensions

13. PUSH UP MUSCULAR STRENGTH AND ENDURANCE
Measuring upper body strength and endurance, students
lower body to a 90-degree elbow angle and push up. Set to a
pace, students complete as many times as possible .

14. PUSH UP CUES MUSCULAR STRENGTH AND ENDURANCE Lie on the floor
Hands shoulder width apart
Legs straight
Toes on floor
Start in the up position
Move down until elbows are at 90 degree angle and repeat

15. MUSCULAR STRENGTH AND ENDURANCE
PUSH UP MODIFICATIONS
MUSCULAR STRENGTH AND ENDURANCE
Exclude cadence
Tolerates being on stomach for ______seconds
Pushes arms up only(seal push ups)
Pushes up to kneeling position and then pushes knees up and holds for ___seconds
Push ups with bent knees
Push up and go back down to floor and repeat
Plank (student holds position ___seconds using forearms either on knees or knees up)
Put something under child such as a book to make the distance the child has to go shorter
Reverse pushup - start in up position and slowly go down trying to resist flopping to the ground; repeat
Have something on the students back like a book to help get a feel for a straight back
Place marks on the floor to help child understand correct hand position

16. TRUNK LIFT MUSCULAR STRENGTH AND ENDURANCE
Measuring trunk strength, students lie face
down and slowly raise their upper body long enough for the tester to measure the distance between the floor and the student’s chin to a maximum height of 12 inches .

17. TRUNK LIFT CUES MUSCULAR STRENGTH AND ENDURANCE Lie face down
Eyes focus on marker
Lift upper body off of floor
Wait until measured
Then return upper body to the floor

18. TRUNK LIFT MODIFICATIONS MUSCULAR STRENGTH AND ENDURANCE
Teacher assists student by gently holding arms and legs in position
In wheelchair, student raises head to follow an object upward
Lie on stomach and raise arms forward and up (superman position)
Student uses hand/forearms to raise trunk

19. BACK SAVER SIT AND REACH
FLEXIBILITY
Testing one leg at a time, students sit with one
knee bent and one leg straight against a box and reach forward.

20. BACK SAVER SIT AND REACH CUES
FLEXIBILITY
Testing one leg at a time
Sit on floor
One leg straight and one leg bent
Reach forward
Switch and do other side

21. BACK SAVER SIT AND REACH MODIFICATIONS
FLEXIBILITY
Student may touch knees or shins
Student touches object or spot in front of him/her
Allow student to bend knees when reaching forward
With student in their wheelchair, teacher holds flexibility board out in front of student where legs would be extended and student bends forward to touch board
Teacher places an object on the flexibility board for student to reach out and get and teacher moves object back each time
Teacher holds student hands to help student keep from grabbing the flexibility board
Teacher assists student by holding their leg straight when reaching forward
Teacher assists student to bend forward by lightly guiding their shoulders forward and guiding their arms outward
Measure their ROM in their wheelchair

22. BODY MASS INDEX
Calculated from height and weight. Helps determine if your health is at risk due to high levels of body fat.
We stand on a scale to measure how much our body weighs.
We stand up against the wall with no
shoes to measure how tall we are.

23. BODY MASS INDEX MODIFICATIONS
HEIGHT:
With the student lying on a mat, teacher assists stretching student so they can be measured as accurate as possible with a tape measure
With the student in their wheelchair, measure upper and lower extremities
WEIGHT:
Use latest weight recorded from medical document
Contact parent

24. COGNITION INFORMATION

25. WHY SHOULD I PARTICIPATE IN THE FITNESSGRAM ASSESSMENT?
The pacer test helps us determine if our heart needs to be stronger to avoid the health risks of poor cardiovascular health.
Measures our Body Mass Index and helps us develop and maintain an appropriate physical fitness program.
Flexibility exercises help stretch muscles, protect against injury, and allow the maximum range of motion for joints.
Push ups and curl ups measures how strong and how long our muscles can work.

26. HOW WILL FITNESSGRAM BENEFIT ME IN MY LIFE?
Maintaining a healthy Body Mass Index through a fitness program helps me avoid health problems such as obesity, diabetes, and heart disease.
Having strong muscles that can work hard for a long time help me do daily activities with ease.
Maintaining flexible joints and muscles helps me to prevent injury.

27. WHAT AM I DOING?
Push Up
Sit and Reach
Trunk Lift

28. WHAT IS THIS?
Scale
Sit and Reach Box
Mat
Cone

29. IDENTIFY THE SCALE
Ruler
Cone
Scale
Mat
CD player

30. COGNITION ASSESSMENT

31. WHY SHOULD I PARTICIPATE IN THE FITNESSGRAM ASSESSMENT?

32. HOW WILL FITNESSGRAM BENEFIT ME IN MY LIFE?

33. WHAT AM I DOING?

34. WHAT IS THIS?

35. IDENTIFY THE SCALE