Presentation on theme: "FITNESSGRAM GOLF State Mandated Test. Essential Questions How can you increase cardiovascular endurance? How can you increase abdominal strength and endurance?"— Presentation transcript:
FITNESSGRAM GOLF State Mandated Test
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?
HISTORY Fitnessgram was created in 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: 1. HFZ (healthy fitness zone) 2. NI-high risk (needs improvement) 3. NI-some risk (needs improvement) 4. UW-underweight
FITNESSGRAM EQUIPMENT Scale Ruler Cone Sit and reach boxMatCD player
SAFETY Wear comfortable clothing when participating in the fitnessgram assessment. Make sure the area is debris free. Wait your turn. Practice good listening.
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. PACER
AEROBIC CAPACITY PACER CUES 1.Listen for the beep 2.Move to cone/target as fast as you can 3.Wait to hear the next beep 4.Move to cone again (repeat)
AEROBIC CAPACITY PACER MODIFICATIONS 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
MUSCULAR STRENGTH AND ENDURANCE 1. 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 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 3. 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
CURL UP 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. MUSCULAR STRENGTH AND ENDURANCE
1.Lie down 2.Knees bent 3.Feet anchored 4.Curl up until hands touch marked line MUSCULAR STRENGTH AND ENDURANCE CURL UP CUES
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 CURL UP MODIFICATIONS
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.
PUSH UP CUES MUSCULAR STRENGTH AND ENDURANCE 1.Lie on the floor 2.Hands shoulder width apart 3.Legs straight 4.Toes on floor 5.Start in the up position 6.Move down until elbows are at 90 degree angle and repeat
PUSH UP MODIFICATIONS 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 MUSCULAR STRENGTH AND ENDURANCE
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.
TRUNK LIFT CUES MUSCULAR STRENGTH AND ENDURANCE 1.Lie face down 2.Eyes focus on marker 3.Lift upper body off of floor 4.Wait until measured 5.Then return upper body to the floor
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
BACK SAVER SIT AND REACH Testing one leg at a time, students sit with one knee bent and one leg straight against a box and reach forward. FLEXIBILITY
1.Testing one leg at a time 2.Sit on floor 3.One leg straight and one leg bent 4.Reach forward 5.Switch and do other side BACK SAVER SIT AND REACH CUES
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
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.
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
WHY SHOULD I PARTICIPATE IN THE FITNESSGRAM ASSESSMENT? Flexibility exercises help stretch muscles, protect against injury, and allow the maximum range of motion for joints. 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. Push ups and curl ups measures how strong and how long our muscles can work.
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.
WHAT AM I DOING? Push UpSit and Reach Trunk Lift
WHAT IS THIS? Scale Sit and Reach Box Mat Cone
IDENTIFY THE SCALE Scale Ruler Cone CD player Mat
WHY SHOULD I PARTICIPATE IN THE FITNESSGRAM ASSESSMENT?