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School District No. 36 (Surrey) Surrey Physical Education ABC Fit A New Paradigm Glenn Young, BEd, MEd Physical Education and Athletics Coordinator.

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Presentation on theme: "School District No. 36 (Surrey) Surrey Physical Education ABC Fit A New Paradigm Glenn Young, BEd, MEd Physical Education and Athletics Coordinator."— Presentation transcript:

1 School District No. 36 (Surrey) Surrey Physical Education ABC Fit A New Paradigm Glenn Young, BEd, MEd Physical Education and Athletics Coordinator

2 School District No. 36 (Surrey) Surrey Physical Education Why Schools Fitness Test To improve overall performance –Diagnosing weakness/deficiency –Improvement over baseline Effectiveness of program –Gathering data Communicate achievement –Only standardized test we have for PE

3 School District No. 36 (Surrey) Surrey Physical Education Lab vs Field Based Tests Much more accurate than field based Lab tests to costly Can not be replicated with large numbers

4 School District No. 36 (Surrey) Surrey Physical Education Field-Based Fitness Tests Canada Fitness Award, CFA (1970), European Test of Physical Fitness, Eurofit (1988), Presidents Challenge, Fitnessgram Focus primarily on Health-Related components of fitness (endurance, flexibility, strength)

5 School District No. 36 (Surrey) Surrey Physical Education What are we actually measuring? Genetics/heredity (potential) Maturation (young people show a linear increase in VO2 max w/age) Intervention (our PE programs, PA programs) Motivation Lifestyle Skilled at taking the test NOT True Improvement

6 School District No. 36 (Surrey) Surrey Physical Education Critical Questions Are you fit? How do you know? What criteria did you use?

7 School District No. 36 (Surrey) Surrey Physical Education ABC Fitness District has defined fitness for our students Aerobic Fitness (4 station circuit) Balance (Stork) Core (Plank)

8 School District No. 36 (Surrey) Surrey Physical Education Why Aerobic? One of the best indicators of overall fitness Obvious positive health-related outcomes Tests are easy to administer to large groups Many standards developed

9 School District No. 36 (Surrey) Surrey Physical Education Why Balance? Used on a daily basis (static & dynamic) Foundation for all movement Changing and controlling your center of gravity Directly rewires the brain Injury prevention

10 School District No. 36 (Surrey) Surrey Physical Education Why Core? Bridges lower body to upper body Effective force transfer and skillful movement depend on the core to sustain proper spinal position Enhances throwing, jumping, rotary skills Engine of the body Wrong focus on extremities first

11 School District No. 36 (Surrey) Surrey Physical Education Why a Paradigm Shift Fitness testing antithetical to the goal of promoting physical activity Children are not small adults Tests need to be appropriate Testing needs to be efficient Functional fitness (used daily) before performance Criterion referenced standards Safe--not maximal exertion or to exhaustion Promote learning and positive attitudes

12 School District No. 36 (Surrey) Surrey Physical Education Effects on Children of Fitness Testing Intrinsic motivation increased with positive feedback after test, but decreased after negative feedback (Whitehead & Corbin, 1991) Major contributor to negative attitudes towards PE (Luke & Sinclair, 1991) Tests only motivate those that do well (PEA, 1988) Over emphasis on the product-related issues (fitness level, performance) rather than the process-related issues (health, physical activity behavior) (Cale & Harris 2002)

13 School District No. 36 (Surrey) Surrey Physical Education Effects on Children of Fitness Testing Improper testing turns many off activity rather than on (Docherty & Bell, 1990, Corbin et al. 1995) Communicates a false message that competition and excellence are necessary for health and fitness (Cale & Harris, 2005) Children have little understanding why they are tested (Hopple & Graham, 1995) Inappropriate or undesirable use of fitness scores to grade children as a primary indicator of achievement (Corbin, 2002)

14 School District No. 36 (Surrey) Surrey Physical Education Recommendations (Cale & Harris, 2005) Be child-centered & developmentally appropriate Positive & meaningful experience Provide individualized baseline scores and feedback to improve Promote learning and positive attitude towards being active Scores interpreted carefully because of limitations Use criterion-referenced standards

15 School District No. 36 (Surrey) Surrey Physical Education Aerobic Fitness Grade 8EmergingDevelopingAcquiredAccomplished Aerobic Fitness Uses more than 3 rest intervals to engage in moderate physical activities for less than 10 minutes Uses 1-3 rest intervals to engage in moderate to vigorous physical activities for 10 minutes Engages in vigorous physical activities continuously for 10 minutes eg. skip, hop, jog, dance, fitness circuit, school run, etc. Engages in vigorous physical activities continuously for 12 minutes

16 School District No. 36 (Surrey) Surrey Physical Education Balance EmergingDevelopingAcquiredAccomplished Balance (Stork) Adjusts body position more than once to achieve the allotted time Adjusts body position once to achieve the allotted time Maintains a static body position for 60 seconds Maintains a static body position for all 3 trials

17 School District No. 36 (Surrey) Surrey Physical Education Core EmergingDevelopingAcquiredAccomplished Core (Plank) Uses more than 1 rest interval to maintain the proper position for the allotted time Uses 1 rest interval to maintain the proper position for the allotted time Maintains the proper body position for 60 seconds Maintains the proper body position for 2 trials

18 School District No. 36 (Surrey) Surrey Physical Education Pilot Results


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