1. Mary Jo Sariscsany Assessing Health- Related Fitness and Physical Activity 13 chapter

2. Guidelines for Appropriate Health-Related Fitness Assessment Includes both process and product measurements Promotes student understanding of how assessment and goal setting are integrated

3. Fitnessgram Comprehensive tool to assess: –Aerobic fitness –Body composition –Muscle strength –Muscle endurance –Flexibility Criterion referenced vs. norm referenced (continued)

4. Fitnessgram (continued) Designed for several applications: –Personal self-assessment –Institutional assessment –Parental reporting –Personal tracking Developmentally appropriate Provides a snapshot of each student’s current fitness level

5. Students and Fitnessgram Main focus is self-testing and assessment Interpret scores to develop improvement or maintenance of their HFZs Receive individualized recommendations for improvement

6. Activitygram Helps students understand how activity outside of school contributes to personal health and wellness Self-monitor Record actual physical activity patterns Provides goal-setting information

7. Involving Students in Assessment Keep them involved in each part of fitness assessment Teach proper procedures Have them assess themselves and their peers Give students multiple opportunities to learn self-assessment procedures (continued)

8. Involving Students in Assessment (continued) Have students keep logs of their results Provide students guidance and feedback Allow them to practice goal setting for each component

9. Test Protocols Specifically addressed in the test manual Student training is essential Provide students opportunities to take personal responsibility Help students become skillful at self- and peer assessment

10. Self- and Peer Assessment Explain and practice the protocols and purposes over multiple days Use the same information posters, rubrics, or task cards used during practice Place drawings or diagrams depicting correct form at each station Announce assessment days in advance Postpone fitness assessment if the environment is too hot or too cold

11. Effective Practice Practice each item repeatedly –Ensures that the fitness results are based on actual differences, not knowledge of how to perform Discuss and demonstrate the correct techniques Have students practice with a friend Have testing stations available during class Encourage students to give their best effort Assign fitness homework that involves parents (continued)

12. Effective Practice (continued) Focus on personal improvement Guard student privacy Explain the concepts behind each test Discuss results with students

13. Tailoring Fitness Assessment Designed to meet a diverse range of student abilities using alternative test protocols Elementary and less experienced –Slowly give increased personal responsibility –Give consideration to maturity levels Reluctant or overanxious students –Common emotions –Have students practice frequently and over an extended period –Offer students a choice of protocols –Guard their privacy (continued)

14. Tailoring Fitness Assessment (continued) Students with disabilities –Use the same definitions, components, assessment items, and standards as those for students without disabilities –Assess needs and limitations –Design alternatives to bypass those limitations –Take into account individual interests –Include students in the design process

15. Using Results Appropriately Give students and their parents a copy of the results Include a clear interpretation Include suggestions for improvement or maintenance Use the results to establish goals and fitness plans Do not use results for grading

16. Sharing Results With Parents Explain the philosophy and how the results will be used Reassure them that privacy will be respected Share the actual forms

17. Grading Fitness assessment results should not be used as a basis for grades.

18. Planning Authentic fitness assessment must provide feedback to help shape a health-related physical fitness program. Results are used to help teachers and students plan for future learning and fitness gains.

19. Guidelines for Appropriate Physical Activity Assessment Use accurate and reliable assessment of physiological indicators of progression toward healthy fitness outcomes. Effort using frequency, intensity, and time is the appropriate benchmark. Reward time or persistence in physical activity. Encourage results and time spent in physical activity.

20. Strategies for Assessing Physical Activity Use effective strategies to link fitness concepts (e.g., overload) to the activity Use logs and journals Use perceived exertion scale Use graphs and tables Incorporate technology –Heart rate monitors –Pedometers

21. Grading Offer rewards and praise for achievement of physical activity goals and progress toward goals Use a variety of assessment tools –Quantified and evaluated through student reflection in journal entries Use a broad scope of components to produce final grades Include assessments from all three domains: cognitive, psychomotor, and affective

22. Planning Assessment feeds back into the planning process Keep in mind motivational levels created by the learning environment Create a safe learning environment where students can learn and develop competence

23. Summary Health-related fitness assessment helps make the link between physical activity and fitness Self-assessment is based on student involvement Encourage students to use effective strategies for adopting healthy habits