Lancaster High School

Lancaster High School

PHYSICAL EDUCATION

Physical Fitness Assessment

The Lancaster High School students will be assessed twice a year (Fall and Spring), on the following Physical Fitness Components:

Ø Cardio-respiratory Endurance

Ø Upper Body Strength

Ø Lower Body Strength

Ø Core Abdominal Strength and Endurance

Ø Flexibility

Ø Body Composition

The Lancaster High School students will work toward maintaining their lifestyle in the Healthy Fitness Zone. Students will use the New York State Physical Education Profile scenarios when interpreting fitness data, health risk factors, family history and lifestyle. The goal is to create student awareness about the importance of health and fitness to maintain a productive lifestyle.

· Reprinted, by permission, from The Cooper Institute, 2007, FITNESSGRAM / ACTIVITYGRAM Test Administration Manual Fourth Edition (Champaign, IL: Human Kinetics). FITNESSGRAM / ACTIVITYGRAM and the Healthy Fitness Zones are owned and copyrighted by The Cooper Institute and published by Human Kinetics. Reproduction of this material for any use other than for testing of students as stipulated by the state of Virginia is strictly forbidden. More information on FITNESSGRAM / ACTIVITYGRAM software and related resources can be found at www.fitnessgram.net

· The University of the State of New York, The New York State Education Department, Office of Elementary, Middle, Secondary

and Continuing Education, Selection Classification Test MARCH 2005 Albany, New York 12234

· Harageones,E., Johnson, D., Smith, C.D., and Williams, C.S. (1993), Personal Fitness: Looking Good, Feeling Good. Dubuque Kendall/Hunt Publishing Company

Lancaster Middle School

PHYSICAL EDUCATION

Physical Fitness Assessment

The Lancaster Middle School students will be assessed three times a year (Fall, Winter and Spring), on the following Physical Fitness Components:

Ø Cardio-respiratory Endurance

Ø Upper Body Strength

Ø Lower Body Strength

Ø Core Abdominal Strength and Endurance

Ø Flexibility

The Lancaster Middle School students will work towards maintaining their lifestyle in the Healthy Fitness Zone. Students will use a variety of national fitness test components from the NY State Selection Classification test, Fitnessgram and the Presidential Challenge to create student awareness about the importance of health and fitness to maintain a productive lifestyle.

· The University of the State of New York, The New York State Education Department, Office of Elementary, Middle, Secondary

and Continuing Education, Selection Classification Test MARCH 2005 Albany, New York 12234

· Harageones,E., Johnson, D., Smith, C.D., and Williams, C.S. (1993), Personal Fitness: Looking Good, Feeling Good. Dubuque Kendall/Hunt Publishing Company

The Lancaster Physical Education Department strives to show a relationship between physical activity, fitness and health. Activities and health-related fitness tests are scored on 4 point rubrics. The health-related physical fitness rubric indicates that a 3 or a 4 achieves the district learning goal. The Lancaster Physical Education rubric levels are defined as:

(4) Outstanding

(3) Healthy Fitness Zone

(2) Developing In This Area

(1) Needs Assistance in This Area

Lancaster students are evaluated in health-related physical fitness tests each year. The students are tested in the fall and spring to show improvement and areas of need. The health-related physical fitness content standards are listed below as defined by the NYS Physical Education Profile. The Lancaster Physical Education department’s goal for every student to achieve a healthy lifestyle will be managed by the district data collection of rubric scores at grades 3,5,7,9, and 11.

High School Goal: Commencement Level

Content: Application of fitness content knowledge including the health-related

components of fitness; principles of physical activity (progression, overload, and

specificity): the FITT formula (Frequency, Intensity, Time and Type of exercise); health

risk factors; fitness data analysis; needs assessment; and fitness program planning for a variety of people

Physical Education Profile Assessment: A cognitive performance task requiring

analysis and synthesis of data and information leading to the development of specific

personal fitness programs for a variety of circumstances.

Lancaster Middle School: 7-8 Intermediate Level

Content: Comprehension of fitness content knowledge including the health-related

components of fitness; principles of physical activity; the FITT formula; health risk

factors; fitness data analysis; needs assessment; and personal fitness program planning

Assessment Strategy: A cognitive performance task requiring the knowledge,

comprehension, and application of fitness concepts for the purpose of personal fitness

planning.

William St. School: Elementary Level (upper)

Content: Understanding of fitness content knowledge including the health-related

components of fitness; principles of physical activities; and the FITT formula in the

context of physical activities.

Assessment Strategy: A series of written cognitive performance tasks related to basic

fitness terminology and knowledge based on the experience of personal physical

activity.

Lancaster K-3 Primary Schools: Elementary Level (lower)

Content: Awareness of terminology and concepts of fitness in the context of physical

activities.

Assessment Strategy: A series of written cognitive performance tasks related to fitness terminology and concepts based on the experience of personal physical activity.

Physical activity is essential to the development of a healthy lifestyle at every level.

The Lancaster Physical Education department recognizes the need for progressive instruction which develops the knowledge and skills necessary to participate in health-enhancing physical activities and for making appropriate fitness decisions throughout their lives. The instruction of cognitive concepts and this application of the concepts of exercise and activity is a primary consideration at each level.

Learning Standard 1 is divided into two parts. The first part of Learning Standard 1 focuses on preparing students with the knowledge and skills necessary for lifetime participation in health-enhancing physical activities.

The second part of Learning Standard 1 focuses on instruction and assessment of personal fitness. It does not require that a student become physically fit. Rather, it specifically addresses the need to acquire an understanding of health-related fitness and the need to apply that knowledge to establish a fitness program that would improve or sustain an optimal fitness level.

Assessments for Learning Standards 2 and 3 focus on the general goals of making informed decisions, balancing the demands of daily living, and understanding what is needed to achieve a healthy life.

The assessment strategies combine activity observation, discussion responses, and written cognitive performance tasks which may be generated through a variety of multi-media experiences.

K-3 Primary Level Assessments- Students will understand the relationship between fitness and their body. Assessments involve checklists, pictures, and written expression based on personal physical activity.

William Street School Grades 4-6- Students are encouraged to set personal goals based on their personal physical activities. Assessments involve written expression, heart rate monitors, pedometers, video analysis and rubrics related to fitness terminology and experience of personal physical activity.

Lancaster Middle School Grades 7-8- Students are involved in a cognitive performance task for the purpose of personal fitness planning using their knowledge, comprehension and application of fitness concepts.

Lancaster High School Grades 9-12- Students will use cognitive performance tasks to develop a written fitness program based on the analysis and synthesis of data and information provided. Students will have a wide range of technological choices to fulfill this requirement.

At the commencement level students will have experienced scenarios which have required them to interpret fitness data, needs assessment, health risk factors, lifestyle concerns, and use the fitness content knowledge (FITT formula, and principles of physical activity. These responses may be in the form of blogs, castle learning questions, or video productions. Students ultimately understand the benefits of being physically active and how to find local resources and information to maintain a healthy lifestyle. Scenarios involve a variety of lifestyles and situations. A practice scenario is listed below:

Scenario:

Each year police officers are required to pass a physical fitness test that evaluates their ability to perform their job related activities. The test is based on the four health-related components of fitness. Three months before the test, the police department offers a voluntary fitness assessment to inform each officer of his or her current fitness and risk factor levels. Travis, a 40-year-old, 5’ 11”, 208 lbs. male police officer who smokes, is concerned about his muscle strength and endurance, as he had experienced difficulty in chasing suspects and climbing obstacles in his protective gear. Other than short walks in his daily routine and regular car patrol, Travis’s only physical activity comes from once a week bowling league with his wife. Realizing that he needs to change his approach to health and fitness and having recent clearance for all physical activity through the police department medical exam, he volunteered to complete a Risk Factor History questionnaire, undergo a physical, and fitness assessments. He received the following results:

Health/Fitness Profile (Part 1. a & b)

Source Results Part 1(a) Part 1(b)

Risk Factors Fitness Interpretation

Doctor’s Report Lifestyle Genetic

Gender Male

Age 40

Weight 208 lbs

Height 5’ 11” (71 in.)

HR rest 65 bpm

BP rest 110/75 mm Hg

Cholesterol Total:237

LDL: 190

HDL: 47

Fitness Test Results

12-Minute Run 1.47 miles

1-Rep Max Pred Bench press -130 lbs x 6 reps

Push Ups 16 in 1 minute

Sit and Reach 13.5 inches

Skinfold Measure 14% body fat

Risk Factor History

Personal Smoker

Sedentary

Cholesterol

Family Stroke – father recovering

Part #1. (c). Write a summary of the interpretations found in the person’s Health/Fitness Profile

Lancaster Health-Related Physical Fitness Mission

An important value of physical education is to encourage students to begin learning unfamiliar physical activities, to expand their horizons by trying new activities, and to build the self-confidence necessary for participating in physical activities throughout their lives. To regularly engage in physical activity throughout life, students will need to learn-how-to-learn different physical activities since adults often do not have access to or interest in the activities they enjoyed when they were in school.

Fitness testing programs that focus on specific health-related criteria are important instructional experiences throughout the K-12 physical education program, because such tests help students to become aware of fitness components, understand the relationship between exercise and improvement, and establish goals for activity patterns and fitness indicators that are attainable and health-enhancing.

Lancaster students are expected to demonstrate competency in a variety of physical activities and proficiency in a few physical activities, it is crucial that students also experience being beginners in new activities to possibly expand their personal interests. Therefore, the Lancaster K-12 Physical Education program will create fitness activities and formative assessments that will allow students to achieve at a healthy fitness level.

National Association for Sport and Physical Education (NASPE)

National Standards for Physical Education (2004, p. 11)

Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

A physically educated person:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

New York State Learning Standards for Health, Physical Education, and

Family and Consumer Sciences with Key Ideas for Physical Education (1996)

Learning Standard 1

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Physical Education Key Idea

A. Students will perform basic motor and manipulative skills. They will attain

competency in a variety of physical activities and proficiency in a few select complex motor and sports activities.

B. Students will design personal fitness programs to improve cardio-respiratory

endurance, flexibility, muscular strength, endurance, and body composition.

[Note: All of the New York State Learning Standards are followed by a key idea.

Key ideas are major domains (skills, knowledge or ideas) that define field of study or areas of learning. The New York State Key Ideas define the respective learning standards in specific content areas or fundamental skills. The key idea for Standard 1 for physical education includes two parts that encompass two distinct content areas of physical education: sport and physical activity, and personal fitness. For the purposes of assessment in physical education, it is helpful to consider Learning Standard 1 as 1A and 1B.]

Learning Standard 2

Students will acquire the knowledge and ability necessary to create and maintain a safe

and healthy environment.

Physical Education Key Idea

Students will demonstrate responsible personal and social behavior while engaged in

physical activity. They will understand that physical activity provides the opportunity for

enjoyment, challenge, self-expression, and communication. Students will identify safety

hazards and react effectively to ensure a safe and positive experience for all participants.

Learning Standard 3

Students will understand and be able to manage their personal and community resources.

Physical Education Key Idea

Students will be aware of and able to access opportunities available to them within their

community to engage in physical activity. They will be informed consumers and be able

to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

SELECTION CLASSIFICATION FITNESS TEST COMPONENTS

1. LOWER BODY STRENGTH