2Essential 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?
3HISTORY 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
4FITNESSGRAM EQUIPMENT ScaleConeRulerMatSit and reach boxCD player
5SAFETYWear comfortable clothing when participating in the fitnessgram assessment.Make sure the area is debris free.Wait your turn.Practice good listening.
6PACER 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.
7PACER CUES AEROBIC CAPACITY Listen for the beep Move to cone/target as fast as you canWait to hear the next beepMove to cone again (repeat)
8PACER 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 lineWalkRun or walk to line, wait for peers to go up and back, then join peers again going backWalk one and run one (same if in wheelchair)Run (push wheelchair) with a partner who can help with cadence and encouragementSet individual goals for child with disabilities (challenging but realisticPeer/adult modeling or walking with them with verbal promptOn the track, measure how far they can travel in set time
9MUSCULAR 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 possibleTRUNK 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
10CURL 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.
11MUSCULAR STRENGTH AND ENDURANCE CURL UP CUESMUSCULAR STRENGTH AND ENDURANCELie downKnees bentFeet anchoredCurl up until hands touch marked line
12MUSCULAR STRENGTH AND ENDURANCE CURL UP MODIFICATIONSMUSCULAR STRENGTH AND ENDURANCEExclude cadenceIn wheelchair, student stretches arms forward to touch an objectAlternate leg liftsStanding Sit upIn wheelchair or on back, student raises arms up and downIn Wheelchair or on back, student raises head up and downHands across chestHands on thighs, curl-up until hands slide to the top of the kneesIn a wheelchair, student can lean forward, then do trunk extensions
13PUSH UP MUSCULAR STRENGTH AND ENDURANCE Measuring upper body strength and endurance, studentslower body to a 90-degree elbow angle and push up. Set to apace, students complete as many times as possible .
14PUSH UP CUES MUSCULAR STRENGTH AND ENDURANCE Lie on the floor Hands shoulder width apartLegs straightToes on floorStart in the up positionMove down until elbows are at 90 degree angle and repeat
15MUSCULAR STRENGTH AND ENDURANCE PUSH UP MODIFICATIONSMUSCULAR STRENGTH AND ENDURANCEExclude cadenceTolerates being on stomach for ______secondsPushes arms up only(seal push ups)Pushes up to kneeling position and then pushes knees up and holds for ___secondsPush ups with bent kneesPush up and go back down to floor and repeatPlank (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 shorterReverse pushup - start in up position and slowly go down trying to resist flopping to the ground; repeatHave something on the students back like a book to help get a feel for a straight backPlace marks on the floor to help child understand correct hand position
16TRUNK LIFT MUSCULAR STRENGTH AND ENDURANCE Measuring trunk strength, students lie facedown 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 .
17TRUNK LIFT CUES MUSCULAR STRENGTH AND ENDURANCE Lie face down Eyes focus on markerLift upper body off of floorWait until measuredThen return upper body to the floor
18TRUNK LIFT MODIFICATIONS MUSCULAR STRENGTH AND ENDURANCE Teacher assists student by gently holding arms and legs in positionIn wheelchair, student raises head to follow an object upwardLie on stomach and raise arms forward and up (superman position)Student uses hand/forearms to raise trunk
19BACK SAVER SIT AND REACH FLEXIBILITYTesting one leg at a time, students sit with oneknee bent and one leg straight against a box and reach forward.
20BACK SAVER SIT AND REACH CUES FLEXIBILITYTesting one leg at a timeSit on floorOne leg straight and one leg bentReach forwardSwitch and do other side
21BACK SAVER SIT AND REACH MODIFICATIONS FLEXIBILITYStudent may touch knees or shinsStudent touches object or spot in front of him/herAllow student to bend knees when reaching forwardWith student in their wheelchair, teacher holds flexibility board out in front of student where legs would be extended and student bends forward to touch boardTeacher places an object on the flexibility board for student to reach out and get and teacher moves object back each timeTeacher holds student hands to help student keep from grabbing the flexibility boardTeacher assists student by holding their leg straight when reaching forwardTeacher assists student to bend forward by lightly guiding their shoulders forward and guiding their arms outwardMeasure their ROM in their wheelchair
22BODY MASS INDEXCalculated 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 noshoes to measure how tall we are.
23BODY 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 measureWith the student in their wheelchair, measure upper and lower extremitiesWEIGHT:Use latest weight recorded from medical documentContact parent
25WHY 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.
26HOW 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.