HPHE 1650
Assessing Health-Related Fitness (HRF)
Guidelines For Appropriate Fitness Assessment
Give Ss opportunity to demonstrate desired lifelong behaviors
Self-assessment makes HRF concepts essential curricular content
Self-assessment individualizes instruction and learning sequence
Give Ss practical experience to feel confident in ability to apply tests & seek improvement
Tie assessments to goal-setting and lifestyle changes
Fitnessgram
Norm- vs Criterion-Referenced testing
HFZ is criterion-referenced range of scores (age-and gender-appropriate) associated with good health
Activitygram
Help Ss self-monitor PA patterns
Preparing for Student Assessment Using Fitnessgram
2-6 wks to practice items and increase fitness levels
Read test instructions carefully
Collect necessary testing equipment
Prepare record-keeping forms
Organize testing stations
Organize Ss
Max instruction (test w/ other content to keep Ss actively engaged)
Involving Students
Teach Ss proper procedures and to self-test
Have Ss assess individual components regularly
Provide multiple opportunities to learn self-assessment procedures
Ss log results to plan personal fitness improvement plans
Help Ss set realistic goals
Effective Practice
Explain procedures and purposes of testing in multiple formats (posters, pics, checklists, etc.)
Have Ss practice with a friend
Have assessment stations for Ss to practice during class time
Encourage best effort
Focus on personal improvement; protect S privacy!
Teach through assessment by explaining concepts behind each assessment & discuss results with Ss
Encourage parent volunteers to assess and record scores
Assessment Protocols
Explain & practice protocols and purposes over multiple days
Use same info during practice and testing (forms, posters, etc.)
Provide drawings/diagrams of correct form & common errors at each station
Announce testing in advance
Conduct tests under good environmental conditions
HPHE 1650
Assessing HR Fitness
2
Tailoring HRF Assessment
Elementary or Inexperienced Students
Practice individual items more
Thoroughly train helpers
Middle/HS Ss
Offer older Ss increasing independence w/ adequate supervision
Serve more as a fitness consultant than “teacher”; assume lower-key role in testing environment
Reluctant or Overanxious Students
Create as positive a fitness testing environment as possible
Have Ss practice test items frequently and over long time
Offer test choices (PACER or mile walk/run)
Ensure privacy of scores
Allow overly anxious Ss to exempt themselves
Students with Disabilities
Modify tests (Brockport); see ch. 11 & F’gram Test Manual (p. 26)
Evaluate each individual’s limitations and design appropriate alternatives
Plan a personalized program WITH, not for, disabled individuals
Keep in mind that ADL is a major reason for fitness assessment
Using HRF Results Appropriately
PRIVACY IS HUGE
Contact parents before testing to share your philosophy and how you plan to use results
When sharing results, use blank forms, not someone’s scores
Offer suggestions on how to improve health when sharing results
Grading
Fitness results should not be the basis for the entire grade
Unless fitness test results are used to improve S learning, testing should not be done
Reward/praise the achievement of PA goals and progress toward goals
Use a variety of assessment tools
Provide an accurate and authentic accounting of scores when assigning grades
Planning
Avoid testing just to test; plan how to use results and guide Ss in appropriate interpretations
Guidelines for Appropriate PA Assessment
Grading on effort and participation is unfair, unreliable and inconsistent
Effort directly related to motivation and often can be ‘faked’
Ts using ‘effort’ are measuring their own effectiveness and motivational ability, not S achievement
Strategies For Assessing PA
Logs/journals
HR monitors
Pedometers
HPHE 1650
Assessing HR Fitness
3
Using PA Assessment Results
Share your expectations early (w/ Ss and parent/guardians) in terms of what you’re looking for
Share your perspective on persistent child who lacks motor skills
Accommodate Ss’ w/ bad home situations (hard to be outside/active)
Be available for parent/guardian and S consultations