1. Fitnessgram, Assesment and Standards Based Instructional Design
Los Angeles Unified School District
Division Of Instruction
Physical Education Programs Office
Fitnessgram, Assesment and Standards Based Instructional Design

2. Disguising Fitness Dynamic Warm-up Aerobic capacity
Upper Body Strength
Lower Body Strength
Flexibility

3. Pre test To give us evidence of participant learning
Formative assessment of our instruction

5. Goals and Objectives for Today
Proper test administration
Recommended Assessment Protocol
Principles of Fitness
Overload
Progression
FITT formula
Frequency, Intensity, Time and Type
Use of assessment to drive instruction
Assessment tool before planning lesson

6. Standards Based Instructional Design
What do content standards mean to you?
Write down the steps you know in creating a standards based lesson.
List the major differences between non-standards based and standards-based planning for instruction
1. Oral discussion
2. Participants - Individually write down then turn to a partner and share your thoughts (Standard selected, determine the evidence of learning, create or select the assessment tool, plan the instruction, create learning opportunities, deliver the instruction, assess student learning, evaluate the assessment data, reteach or move on..)
3. Assessment in standards-based planning is considered before planning instruction.

7. What Physical Education Content Standards Can Do For Us…
Clearly define what students should be learning and achieving at each grade level.
Describe what teachers are expected to teach at each grade level as opposed to teaching what they like best.
Provide accountability for Physical Education and guidance for the development of curriculum.
Students mark is only determined by their ability to meet the grade level standards
4-Dressing, attendance and behavior is work habits and cooperation
S4 1 of 4

8. Traditional Practice Select a topic to teach
Design instructional activities
Design and give test or assessment
Give grade or feedback
Move onto new topic or unit
The learning is missing
S8 1 of 2

9. SBID Process
Select the standard you want them to learn

10. Over arching standards K-8
Demonstration of motor skills
Knowledge of movement concepts
Assess and maintain fitness
Knowledge of fitness concepts
Demonstrate and utilize knowledge of psychological and sociological concepts.
Summarize with a partner
For question on the test, elaborate that overarching standard 5 deals with the sociological and psychological concepts
Match the overarching standard with the content standard exercise
Distribute Envelop, 3 minute, and get answers from group
Explain the emphasis of 1&2, Movement skills and knowledge
3&4, Fitness and fitness knowledge
5 – sociological and psychological

11. Over arching standards 9-12
Demonstrate knowledge and competency in motor skills
Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts
Demonstrate knowledge of psychological and sociological concepts
Pair share

12. Pacer Lesson - Select a standard
Grade 5, 3.8 Assess health-related physical fitness by using a scientifically based health-related fitness assessment.
Verb – Assess
Content – health-related physical fitness by using a scientifically based health-related fitness assessment
Selected Standard is Grade 5, 3.8 Handout lesson and talk about the standard, assessment, criteria for competnece
Verb
Content

13. Select or Create Assessment Tool
Using verb and content design assessment tool
Select your sorter
Create the criteria for competence
Designate is it formative or summative
Now get into groups of three, one participant, one exercise physiologist and one teacher.
Taller person goes first

14. Create the learning opportunities
Equipment needs
Facilities
Extended learning
Peripherals
Feedback
Practice opportunities
Provide the handouts of the lesson, the PACER test instructions, the HFZ chart, and the data collector

15. Principal of progression
Gradual increase in the level of exercise that can be manipulated by increasing the frequency, intensity, time or combination of all three.
Improving fitness is an ongoing process.
Progression refers to how people should increase the overload.
Progression in the Mile Run = Frequency – first week I run 12 min. at a 10 min mile pace, one day per week, the second week I run two times per week for 12 min. at a 10 min mile pace, the third week I run 3 times per week for 12 min at a 10 min mile pace.
Progression in the Mile Run = Intensity – Running 3 times per week, for 20 min at a 10 min mile pace the first week, second week 3 times per week for 20 min. at a 9 min mile pace. Third week run 3 times per week for 20 min at a 8 min mile pace.
Progression in the Mile Run = Time – First week run for 10 minutes 3 times per week, second week run for 11 minutes 3 times per week, third week, run 3 times per week for 12 min. fourth week run 3 times per week for 14 minutes.
Any combination of the three above. The rule is 5% to 10% increase per week.
The PACER has a built in progression, from more time to complete the laps to less time, which means higher intensity
Intensity
Time
Type

16. Principle of overload
Overload principle states that a body system must perform at a level beyond normal in order to adapt and improve physiological function and fitness.
Increase frequency, intensity, or duration (time) of an activity.
Overload stresses the physiology of the body and it must follow with proper rest.
Example of over load with the PACER – Have the students train at 21 meters for two months then test them at 20 meters.
Example of mile run overload – Take the students fastest mile time, divide the mile into four, then subtract 3 seconds from each quarter, then have the students run each of their four laps one at a time for that 3” faster pace, rest then do the next lap at that same pace, and do 5-8 laps at that intensity

17. Why ?

18. Fitnessgram for Lifetime Fitness Education
(Health-Related) Fitness Components
Aerobic Endurance
Flexibility
Muscle Strength
Muscle Endurance
Body Composition
Components some refer to 4 components of fitness and sometimes you will hear 5 components
We are going to use Four and Muscle Strength and Endurance are combined

19. Philosophy…for Educators
Health-Oriented
Healthful level of physical fitness
Criterion referenced vs Norm referenced

20. Philosophy…for Educators
Educational
Linked to state standards
Teaches students how and why
Educational progression
Used as a learning tool
Infused into an existing curriculum

21. Criteria Referenced Testing
Aerobic capacity
Heart disease
Flexibility
Low back
Shoulder impingements
Muscular Strength/Endurance
Osteoporosis
Low back problems
Body Composition
Cancer, Diabetes, Hypertension, etc.

22. Field Test Categories Aerobic Capacity Flexibility Muscle Strength
Muscle Endurance
Trunk Lift
Body Composition
How is this different from the Components of Fitness
List the diseases related to each area
Aerobic capacity – heart disease, hypertensive diseases, lung diseases
Flexibility – Shoulder impingements, low back

23. F.I.T.T. Formula
Frequency
Intensity
Time
Type

24. Aerobic Capacity Assessments
Walking test
13 years or older
Walk only with heart rate
Most valid
PACER
Progressive, Aerobic, Cardiovascular Run
All students
Mile Run/Walk
Run/Walk the mile as fast as possible
Least accurate unless highly motivated

25. Aerobic Capacity One-Mile Run – record minutes and seconds
PACER – record total number of laps
Walk Test – record minutes and seconds plus 15 second heart rate
F=5-6 Days per week
I =MVPA, RPE (7-10)(12-16)
T=30-60 daily, 20 min per session
T=1st 3 levels of activity pyramid,
Large muscle groups rhythmic fashion.
Participate

26. Flexibility
Flexibility (Shoulder stretch requires no equipment, back saver requires a measuring device)
Back Saver Sit and Reach: record number of inches on each side
Shoulder Stretch: record “P” if students completed task or “F” if unable to complete task
F=2-3 days per week
I =Mild discomfort, slow elongation
T=Always warm body, seconds
T=Controlled stretching, all muscles
Perform the shoulder stretch in the classroom
Explain the back saver sit and reach

27. Muscular Strength and Endurance
Trunk Lift
Required
Number of inches chin is above the floor
Straight line from mastoid process to hip
Best to administer on elevated platform like school stage
Curl-Up
Must use cadence
Record number of curl-ups completed
Trunk lift in the classroom – yard stick or long stick, shoulders in line with the mastoid process and torso
Curl-up will be in the gym

28. Muscular Strength and Endurance
Upper Body Strength and Endurance
Push-up: Record number completed
Modified Pull-up: Record number completed
Flexed Arm Hang: Record seconds completed

29. Lessons in the gym Curl-up Push-up FITT formula for strength training
Frequency, 2-3 times per week non consecutive days
Intensity, to muscle failure
Time, 6-15 repetitions
Type, major muscle groups

30. Body Composition Body Mass Index
Height/Weight – record inches and pounds
No shoes
Emotionally safe environment
Light clothing on test day

31. Assessment Protocol
If a student has missing data, the answer document should indicate whether there is partial data or if the student was not tested. One of the following reasons should be selected:
Absent on test day and all make up sessions
Waiver granted by State Board of Education
IEP/Special Needs
Extraordinary circumstances
Medical excuse

32. The Fitness Assessment Protocol
Instruction-Concepts & Tests
Why is it important?
What does it measure?
How to administer?
How to practice?
2. Assessment-Fitness
Allow students to test one another
if possible and self assess.
3. Planning Program
Evaluate results, interpret results, assist students to set goals and create improvement plan
Methods to use in developing each area
4. Tracking Activity
Class time to work on their goals, promote regular physical activity habits, promote FUN fitness activity
5. Reassessment
Periodic assessment
Evaluate plan, is it working?
6. Revision
Reflect, revise or refine
Have the teachers in groups of 3 create a Fitness Assessment Process

33. Importance of quality assessment

34. Website Physical Education Programs http://achieve.lausd.net/pe
Teachers
CA Standards (Formerly Common Core SS) sample lessons
Scope and Sequence
Instructional Guide- Sample Units and Lessons
Resources - Elementary
Elementary Physical Education Monitoring - CAL 200 Forms (writeable format)
Sample Bell Schedules
Bulletins
Curriculum
Grants
PETIP Application
Marathon Kids Program

35. Post test Good luck Survey http://bitly.com/phed1024
Don’t forget to sign out

36. Contact Information
Physical Education Programs Office:
Dr. Janice Collins, Administrator
(213)
Chad Fenwick, Physical Education Advisor
(213) 241 – 4556
Adriana Valenzuela, Physical Education Advisor
(213)