Chapter 9
Assessment of Fitness
Text Sources
1.
Nelson Physical
Education VCE Units
3&4: 4th Edition –
Malpeli, Horton, Davey
and Telford 2006.
2. Live It Up 2: 2nd Edition –
Smyth, Brown, Judge,
McCallum and Pritchard
2006.
VCE Physical Education - Unit 4
Assessing Fitness
Assessment of Fitness
Reasons for Fitness
Testing
Identify the athlete’s capability to perform certain tasks
 Identify athlete’s strengths and weaknesses, which can be used to
develop/evaluate a training program
 Tests should be re-tested every 8-12 weeks to give coach-athlete
feedback (one-off testing is pointless)
 Testing can motivate athlete’s to strive for improvement in their fitness.
Performance Evaluation
Laboratory Tests; Assessment from expensive and sophisticated
equipment in laboratories. Performed usually only at elite level (Sports
institutes), but are very accurate (Eg. Maximal tests)
Field Tests; Commonly carried out, as they are simple and results are
instantaneous. Commonly carried out in individual and team sports to
gauge ones fitness levels and can are specific to the fitness
components required in particular sports.
Maximal and Sub-maximal Testing
See table 9.1 p.195

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Direct and Indirect Testing

There are two broad approaches
to testing – direct, maximal
testing and indirect sub-maximal
testing. Each has its advantages
and disadvantages




Direct – lab equipment, HR
monitor, etc
Indirect predictive measures/
equations
Direct testing tends to be
confined to laboratories
Indirect sub-maximal testing
tends to be used most often
because it is easy to administer,
requires less expertise and
requires minimal effort.
VCE Physical Education - Unit 4
The Evaluation Process
1.
2.
3.
4.
5.
6.
Select the fitness components to be tested (Via game analysis)
Select a suitable fitness test*
Collect the data scientifically
Analyse the data to determine strengths and weaknesses
Make decisions as to what to do with the test results
Design a training program to work on an athletes weaknesses and
maintain their strengths
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-5 page 195 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Test Selection Criteria
Each fitness test should be:

Relevant: Selected fitness should assess the performance capabilities of the
relevant major muscle groups, and also the patterns and speeds of movement
performed.

Specific: The predominant energy systems and fitness components utilised in an
activity should form the basis for the selection of tests.

Valid: An appropriate fitness test must be valid in that it should measure what it
claims to measure. For example, if a test claims to measure aerobic capacity it
should be of sufficient duration to test the capacity of this energy system.
Reliable: Fitness tests must be able to be repeated with consistently accurate
results. Reliability is dependent upon a number of factors remaining constant.
— The same warm-up should be performed.
— The same sequence of tests should be conducted.
— The same recovery period between tests should be provided.
— The athlete should be tested at approximately the same time of day.
— The athlete should be in a similar fluid and nutritional state.
— The environmental conditionsVCE
of heat,
Physicalhumidity
Education -and
Unit air
4 movement should be
similar.

Pre-testing procedures
The following is a checklist of recommended procedures and precautions
that should be followed before undertaking any form of fitness testing.
• The individual should be fully informed and familiarised with the
procedures and format of the test(s).
• No food should be consumed immediately before the testing session.
(approx 2hrs)
• Appropriate clothing and footwear should be worn.
• Heavy or intense exercise should be avoided on the day prior to testing.
• The individual should give their consent and
appropriate medical clearances should have been obtained.
• Untrained individuals should work at maximum intensities for short periods
only, and their responses should be closely monitored. This is to ensure
that they do not injure themselves or run the risk of overtaxing
themselves.
VCE Physical Education - Unit 4
Standards and Norms


Where available, an athlete
may make use of ‘norms’
(standards that are ‘normal’
or typical for a group) but
caution should be exercised
in referring to these norms.
Where norms are not
available, the athlete should
use personal bests (PB’s) as
a guide.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 1-3 page 197 of Nelson
Physical Education VCE Units 3 & 4.
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Fitness Tests
Assessment of Fitness
Aerobic Capacity
Aerobic Capacity
 Copper’s 12 minute run

Harvard Step Test

Critical swim speed test

20m shuttle run test

1.6km jog test (1 mile)
VCE Physical Education - Unit 4
Anaerobic Capacity
The two measures of anaerobic capacity include
measurement of the capacity of the ATP–PC system
and measurement of the capacity of the anaerobic
glycolysis (lactic acid) system.
 Tests to assess the capacity of the ATP–PC
system need to include activities of short duration
(0–10 seconds) and maximum intensity (100 per
cent effort).
 Tests to measure the capacity of the anaerobic
glycolysis system need to be performed at maximal
or near-maxima intensity (95−100 per cent) and be
sustained for a period of time between 30−90
seconds.
VCE Physical Education - Unit 4
Anaerobic Power/Speed
Phosphate recovery test
 Anaerobic sprint test (RAST)
 Repco peak power test
 Sprint standing starts
 50m sprint test

VCE Physical Education - Unit 4
Coursework 9.1 and 9.2

Complete the data analysis task on page
205 and 208 of Nelson Physical Education
VCE Units 3 & 4.
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Muscular Endurance, Strength and
Power
Muscular Endurance
 Sit ups
 Push ups
 Modified/pull ups
Muscular strength
 Grip strength
 Core muscle strength
Muscular Power
 Standing Long Jump
 Vertical Jump
VCE Physical Education - Unit 4
Coursework 9.3

Complete the data analysis task on page
217 of Nelson Physical Education VCE
Units 3 & 4.
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Flexibility
Flexibility
 Sit and reach
 Shoulder & wrist elevation
 Trunk and neck extension
 Shoulder rotation
 Ankle extension / flexion
 Shoulder rotation
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Agility
Agility
 Illinois agility test
 Semo agility test
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Body Composition




BMI
Skinfold test
underwater weighing (hydrodensitometry),
waist-to-hip ratio.
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Fitness Profiles and Batteries
Assessment of Fitness
Fitness Profiles and Batteries





Grouping of fitness tests targeted
at particular groups eg. Schools.
Battery tests provide a fitness
profile for athletes
Examples; ACHPER Australian
Fitness Education Award, Sport
Search Fitness Program
Advantages; Reliable and valid,
norm/criterion
referenced
standards (With percentiles and
ratings), a final score is
achieved.
Disadvantages; Not sport
specific.
VCE Physical Education - Unit 4
Checkpoints

Complete questions 3 page 221 of Nelson
Physical Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Peak Performance

Complete the chapter questions on page 6370 of Nelson Peak Performance Physical
Education VCE Units 3 & 4.
VCE Physical Education - Unit 4
Test Your Knowledge

Complete the review questions 1-5 page 191
of Nelson Physical Education VCE Units 3 &
4.
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PHYS ED Notes

Read the summarised information of pages
98-115 of PHYS ED Notes and complete the
revision questions.
VCE Physical Education - Unit 4
VCAA Questions - 2006
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Web Links – Chapter 9
•Peak Centre for human performance (Canada):
http://www.peakcentre.ca/faq.htm
•Sport Specific (encyclopedia of sports performance
enhancement): http://www.sportspecific.com/
•Sports Coach UK – evaluation:
http://www.brianmac.demon.co.uk/eval.htm
•Sports Coach UK – conditioning:
http://www.brianmac.demon.co.uk/conditon.htm
•ExRx Fitness Testing: http://www.exrx.net/Testing.html
•Go For Your Life: http://www.goforyourlife.vic.gov.au
•RobWood’s guide to fitness testing:
http://www.topendsports.com/testing/
•Australian Sports Commission: http://www.ausport.gov.au
•Find 30 promotion (Government of WA Department of Health): http://www.find30.com.au
•Walking School Bus promotion (UK): http://www.walkingbus.com
•Ministry of Health (New Zealand) toolkits: http://www.newhealth.govt.nz
•The 10,000 Steps Rockhampton project: http://www.10000steps.org.au/rockhampton/
•Travelsmart Australia: http://www.travelsmart.gov.au
•World Health Organisation: http://www.who.int
•Heart Foundation Australia: http://www.heartfoundation.com.au
•VicHealth (The Victorian Health Promotion Foundation): http://www.vichealth.vic.gov.au
•Be Active promotion (Government of South Australia): http://www.beactive.com.au
•Go For Your Life: http://www.goforyourlife.vic.gov.au
•Physical Activity Resources for Health Professionals – Introduction (Centre for disease control and prevention – USA):
http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/index.htm
•Health Promotion (Public Health Agency of Canada): http://www.phac-aspc.gc.ca/hp-ps/index.html
•Strategic Inter-Governmental Forum on Physical Activity and Health (SIGPAH): http://www.nphp.gov.au/workprog/sigpah/
•Healthy youth (Centre for disease control and prevention (USA): http://www.cdc.gov/HealthyYouth/
•America On The Move promotion: http://www.americaonthemove.org
•Papers from the International Journal of Behavioural Nutrition and Physical Activity: http://www.ijbnpa.org/home
•Department of health and aging (Australian government): http://www.health.gov.au/internet/wcms/publishing.nsf/content/home
•Building a healthy, active Australia (Australian government): http://www.healthyactive.gov.au
•National Public Health Partnership: http://www.nphp.gov.au
•Be Active promotion (Government of South Australia): http://www.beactive.com.au
•Sport and Recreation Australia: http://www.sport.vic.gov.au
VCE Physical Education - Unit 4