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Pump Up P.E.
Fitness Assessments in Illinois: Tools, Resources, and Information You Need
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Moderator
Janna Simon
Program Manager
Center for Policy & Partnership Initiatives
Illinois Public Health Institute
Presenters
Shawn Backs
Principal Education Consultant
Nutrition & Wellness Programs
Illinois State Board of Education
Dr. Dale Brown
Professor of Exercise Physiology
School of Kinesiology and Recreation Illinois State University, Normal
Marcey Siegel
Pump Up P.E. Teacher Trainer
Adjunct Instructor/University Supervisor
Benedictine University
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Webinar Objectives
• Increase understanding of Illinois fitness assessment requirements
• Increase awareness of the Presidential Youth Fitness Program as a tool for fitness education and assessment
• Increase knowledge on the meaningful implementation of fitness testing in Illinois.
How did we get to fitness assessments?
• New Law – PA 98‐0859: Following recommendations of the Enhanced P.E. Task Force, legislature passed a new law requiring fitness assessments to help measure the impact of state goal 20 in the learning standards for physical development and health
• Law requires scientifically‐based, health related fitness assessments be given to Illinois students every year for grades 3 through 12
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P.E. in Illinois: The Big Picture
“Enhanced Physical Education (P.E.)” was selected as an evidence‐
based intervention to increase the length of, or activity levels in, Illinois school‐based P.E. classes. Better Learners
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Cognitive performance
Ability to concentrate
Memory
Higher academic acheivers
Why Enhance P.E.?
Return on Investment
Better Health
Better Behaviors
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• On‐task behavior
• Less disruptive
• Fewer disciplinary incidents
Physical fitness
Reduced risk of disease
Less stress
Improved mental health
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Improves Brain Function
Brains after sitting quietly
Brains after 20 minute walk
Average composite of 20 student brains taking the same test
ROI: Studies show children scored a full grade‐level higher in reading comprehension after physical activity than after a period of rest
Research/scan compliments of Dr. Chuck Hillman University of Illinois: Hillman, C.H., et al. (2009) The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 159(3):1044‐54. Recent P.E. Developments and New Laws in IL
1) Revising the State Learning Standards on Physical Development & Health
Learn more: http://preventobesityil.org/fact‐sheets‐2/webinars/
2) Requiring fitness testing
3) Extending “highly qualified” status to physical educators*
4) Reporting daily P.E. on the Illinois School Report Card
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Fitness Testing Requirements
Starting in the 2016‐17 school year, public school districts must:
1. Train those administering assessments
2. Maintain evidence of training completion
3. Establish procedures and protocols to ensure confidentiality of assessment results
4. Administer the required four Fitnessgram assessments in the 2nd
semester, and annually thereafter
5. Collect the required aggregate date from schools and report the results through the Student Health Data in IWAS by June 30th, and annually thereafter. Note: Change in date adopted in December 2016.
Training Requirements
• Ensure that school personnel administering the assessments review the following chapters of the Fitnessgram Test Administration Manual:
o Test Administration
o Aerobic Capacity
o Muscular Strength, Endurance, and Flexibility o If applicable, the Brockport Physical Fitness Test Manual o Profiles, Test Selection Guides, Standards, and Fitness Zones
• It is recommended that staff also watch training videos.
• Remember to maintain record of review and make it available to ISBE upon request.
• Links to the training videos and manuals can be accessed in #3 of the ISBE Q&A (see Handouts tab in the webinar sidebar).
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Brockport Testing
• Intent of law – all students should participate in fitness testing
• What is the Brockport Physical Fitness Test?
• The Brockport fitness test protocols are available free to schools via the Presidential Youth Fitness Program and provide adapted tests for students with various disabilities. • At the discretion of a student’s IEP team, the person administering the tests should use an appropriate Brockport alternative to assess fitness for appropriate components of fitness. • Brockport score reporting
5. Physical Fitness Assessment (e.g. Brockport©, Fitness Gram©)
• Will not participate in physical fitness assessment [Explain]:
• Participate in FitnessGram assessment with no accommodation(s).
• Participate in FitnessGram assessment with accommodation(s).
• Participate in the Brockport assessment with no accommodation(s).
• Participate in the Brockport assessment with accommodation(s) (as delineated in the test manual).
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Reporting Requirements
By June 30, districts will submit the following aggregate data for each of the four assessments by school to ISBE through the Student Health Data in the ISBE Web Application Security (IWAS) system:
• The number of students tested by grade (5, 7 and 10 only) and gender; • The number of students that achieved a healthy fitness zone by grade (5, 7 and 10 only) and gender; • The number of students that were identified as needing improvement by grade (5, 7 and 10 only) and gender.
Access free IL‐specific reporting spreadsheet at:
https://www.isbe.net/Pages/Enhanced‐Physical‐Education.aspx
Summary of Required Data Reporting 8
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Frequently Asked Questions
• Cost – none; assumes no funding for fitness testing
• Evaluating teachers and scoring students ‐ using fitness data reported to states is prohibited
• Non‐public school students – fitness assessment requirements do not apply • Outplaced Students ‐ must be assessed; however assessment can be done either at home district or outplacement facility. District ultimately responsible for reporting the data through IWAS.
• School Waivers – none exist for fitness testing; must still assess
• Student Exemptions – only if student is exempted for the year under Section 27‐6 of the school code
• Q&A ‐ https://www.isbe.net/Documents/fitness‐asmt‐faq.pdf
An Overview of the Presidential Youth Fitness Program
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PYFP At-A-Glance
National fitness education and assessment
program
Promotes excellence in PE
Integrates into any PE program
Variety of resources available for every
budget
Aligns with National PE Standards (3,5)
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Supporting Whole School Approach
PYFP
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CSPAP
Comprehensive
School
Physical
Activity
Program
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An Educational Process
Fitness Concepts
Preparation
Reassess
Track Progress
Assess
Analyze Results Create Plan
Set Goals
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Process vs Product
If we do the process
the product will follow!
Fitness education with physical activity is the
process.
Physical fitness is the product.
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FitnessGram® Assessment
Aerobic
Capacity
Body
Composition
Muscular
Strength
Flexibility
Muscular
Endurance
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Why FitnessGram
 Combines educational process and
assessment
 Promotes lifelong physical activity
 Based on the latest research on children’s
fitness
 Health related vs. performance
 Personal improvement driven
Uses criterion-referenced vs. normative
standards
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Criterion-referenced Standards
Identify student level of
health-related fitness
Student scores fall in
one of three categories
Supports use of fitness
assessment as part of
educational process
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Appropriate Uses of FitnessGram
Facilitate fitness education
Provide feedback to students and
parents
Allow personal tracking
Guide PE program planning
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Inappropriate Uses of FitnessGram
 Using scores for student grading
 Using scores to evaluate teacher
effectiveness
 Using scores to evaluate overall
physical education program
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Getting Started
1. Review PYFP Checklist 2. Determine training, resources and equipment needs that may be needed 3. Begin implementation of the checklist 4. Celebrate success and seek PFYP recognition
5. Review progress and make plans for continued improvement
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Why PYFP
Free national fitness education and
assessment program
Provides tools to physical educators that can
empower students to be fit for life
Integrates into any PE program
Part of a comprehensive approach to
addressing the whole child
Aligns with National PE Standards (3,5)
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Fitness Assessment Protocols and Meaningful Use 15
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How Will Fitness Assessments Help ?
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Students
P.E. teachers
State
Public
Why is Physical Fitness Testing Important?
• Window into how body is functioning
• Establish baseline level of ability
• Can be used in many ways
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Fitness Testing Protocols
Schools will use fitness testing protocols that were developed by Fitnessgram.
Resources:
All resources you need to administer the required tests are available for FREE at PYFP.org. Note: You need to register to access these resources.
• The testing protocols • One‐pager on test administration • The full handbook on test administration • Equipment workarounds • Guide on interpreting results
• Brockport alternatives
• IL‐specific free reporting spreadsheet: https://www.isbe.net/Pages/Enhanced‐Physical‐Education.aspx
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How Assessments Were Picked
• Ease of administration
• Need equipment, time and space
Safety Note:
Be aware:
• Risks
• Student health issues
• School policies, re: medical info
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Tutorial on
Recommended Fitness Assessments
Student Involvement
Involving students in test administration is beneficial:
• Increases student investment and buy‐in • Part of fitness education
• Helpful to teachers
Areas of caution and suggestions:
• Students are not subject to training requirements – teachers are responsible for ensuring accuracy of testing and reporting
• Students need to be specifically tutored on test administration in order to realize benefits and to ensure accurate test results
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Push‐Up (90 degrees)
• This test measures upper‐body strength. • Objective: Complete as many 90‐degree push‐ups as possible at a rhythmic pace
• Same protocol used for males and females
• Modified push‐ups are not allowed
• Equipment: The cadence. Cadence is one 90‐degree push‐up every 3 seconds. Note: Hand calling the cadence is discouraged as can be inaccurate. Cadence can be found on YouTube.
• Optional equipment: Mats (or squares of cardboard), cones/pliable equipment to place under student’s chest*, 90‐degree angle visual aid
Push‐Up (90 degrees)
Prior to testing
• Practice and warm‐up
Testing Process:
• Instructions
• Observation
• Scoring and reporting
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Push‐Up (90 degrees)
Correct Form
Note: All screen shots come from training videos created by the California Department of Education. These videos can be viewed at https://pftdata.org/training.aspx.
Push‐Up (90 degrees)
Correct Form
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Push‐Up (90 degrees)
Performance errors
• Incorrect body position
• Stopping to rest
• Failure to maintain cadence
• Not extending arms fully
• Arms less than 90‐degree angle
• Body contact with the floor
Suggestion for test administration
• Stop test if student appears to be in extreme discomfort or pain
Push‐Up (90 degrees)
Integrating the “why” into teaching practice:
• The push‐up test assesses a muscle’s ability to exert force during an activity.
• The role of upper body strength in maintaining functionality becomes more evident as a person ages. • It is important that children and youth learn the importance of upper body strength and endurance, as well as methods for developing and maintaining this area of fitness.
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Curl‐Up
• Test measures abdominal strength and endurance
• Objective: Complete as many curl‐ups as possible up to a maximum of 75 at a specified pace
• Equipment needed: Curl‐up strips (or workaround), mats (or cardboard squares in place of mats), cadence, score sheets and pencils. One strip and one mat (or workarounds) for every pair of students. • There are two sizes of curl‐up strips: 3 inches (used to test 5‐ to 9‐year olds) and 4.5 inches (10 and up)
• Optional: Pieces of paper (one per pair)
• Cadence is one curl‐up every 3 seconds. Note: Hand calling the cadence is discouraged as can be inaccurate. Cadence can be found on YouYube. Equipment Workaround: Curl‐Up Strips
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Curl‐Up
Prior to testing
• Practice and warm‐up
Testing Process:
• Instructions
• Observation
• Scoring and reporting
Curl‐Up
Correct Form
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Curl‐Up
Equipment Placement
Curl‐Up
Test Administration
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Curl‐Up
Performance errors
• Heels lifted from mat
• Pause during curl‐up
• Out of rhythm with the cadence
• Head does not return to the mat
• Fingers do not slide across strip
• Fingers do not remain in contact with the strip/mat
• Fingers do not return to the start position of the strip
• Student’s head/neck is hyperflexed
Suggestion for test administration
• Student being tested should be repositioned if body moves, if head does not hit mat at right spot or if strip is out of position
• No reaching or jerking
Curl‐Up
Integrating the “why” into teaching practice:
• Educate students that strength and endurance of the abdominal muscles are important in promoting good posture and correct pelvic alignment. Endurance is particularly important in the maintenance of lower back health. • The curl‐up test assesses the muscle’s ability to continue to perform without fatigue.
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Back‐Saver Sit & Reach
• This test measures hamstring flexibility
• Objective: To be able to reach the specified distance on the right and left sides of the body. The distance required to achieve Healthy Fitness Zone is adjusted for age and gender.
• Equipment: A sturdy box approximately 12 inches high
• Equipment workaround covered on next slide. Students will need score sheets and pencils
Equipment Workaround: Back‐Saver Sit & Reach Box
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Back‐Saver Sit & Reach
Prior to testing
• Warm‐up
Testing Process:
• Instructions
• Observation
• Scoring and reporting
Back‐Saver Sit & Reach
Correct Form
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Back‐Saver Sit & Reach
Performance errors
• Hand reach is uneven
• Legs not in the correct position
• Knee bends. The tester may place one hand on the student’s knee to help keep the knee straight.
Suggestion for test administration
• The back should be straight and the head up during the forward movement
• The bent knee can move to the side, allowing the body to move past it, but the sole of the foot must remain on the floor
• Hips must remain square to the box. Do not allow the student to turn the hip away from the box while reaching.
Back‐Saver Sit & Reach
Integrating the “why” into teaching practice:
• Flexibility is a health‐related component of physical fitness that relates to the range of motion available at a joint.
• Educate students that maintaining adequate joint flexibility is important to functional health. 29
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PACER (15‐ or 20‐meter)
• Progressive Aerobic Cardiovascular Endurance Run test
• This test measures aerobic capacity
• Objective: Run as long as possible with continuous movement back and forth across a specified distance at a specified pace that gets faster each minute
• 15‐ or 20‐meter versions available
• VO2 Max scores and estimate
• Equipment: A flat non‐stick surface at least 15 or 20 meters long. The PACER cadence, which can be downloaded from YouTube, measuring tape and marker cones. Students will need pencils and score sheets.
• Note on measurement
PACER (15‐ or 20‐meter)
Prior to testing
• Practice and warm‐up
Testing Process:
• Instructions
• Observation
• Scoring and reporting
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PACER (15‐ or 20‐meter)
• Students partner up
• Students being tested start running laps at specified pace, touching the line with the foot by the time the sound beeps
• Student should take full weight on the foot that is touching the line
• At beep, student turns around and runs back to other end
• Triple beep signals quickening pace
• When to stop
PACER (15‐ or 20‐meter)
Performance error
• Student fails to reach line by beep
Suggestions for test administration
• Use student partners to count laps
• Use gym score board to keep track of laps
• Newest PACER CD has narrator counting laps
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PACER (15‐ or 20‐meter)
Integrating the “why” into teaching practice:
• Educate students that aerobic capacity is the degree to which the body’s cardiorespiratory system is able to provide and deliver, as well as consume oxygen to the working cells of the body, most specifically skeletal muscle cells.
• Aerobic capacity requires the heart and lungs to work together to breathe in and circulate oxygen throughout the body so that muscle cells can produce the energy needed for the activity the person is engaged in. • Acceptable levels of aerobic capacity are associated with a lower risk of developing chronic diseases, such as obesity, type 2 diabetes and some forms of cancers.
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Fitnessgram Zone Standards
• Results fall into zones by fitness level
• Two primary zones:
o Healthy Fitness Zone (HFZ)
o Needs Improvement Zone (NI)
• NI Zones are divided into two:
oNeeds Improvement
oNeeds Improvement – Health Risk
What do you do with fitness testing results?
• Input individual student scores into either FitnessGram software (optional purchase) OR into the IL‐specific Fitnessgram spreadsheet & calculator (free).
• Note: Free spreadsheet will automatically calculate HFZ/NI zones.
• Highly recommended that educators do not do hand calculations.
• District then reports aggregate results by school, assessment, gender, and grade (5, 7, & 10 only) to ISBE through IWAS by June 30th each year.
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Free Score Sheet & Calculator
Link to IL‐specific ISBE reporting spreadsheet can be accessed at https://www.isbe.net/Pages/Enhanced‐Physical‐Education.aspx
Keys to meaningful implementation
Pay attention to the details by:
• Being accurate (validity)
• Being consistent (reliability)
• Make it meaningful (i.e. do something with the fitness testing results)
Note: It is CRUCIAL to follow the correct testing protocol and procedures. Tests need to be valid and reliable. 34
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Making it Meaningful: What to do with Fitness Testing Data
1) Teach students how to:
• Assess their fitness levels
• Set goals for improvement
• Monitor progress in reaching their goals
2) Use data to better meet student needs
• Requirement – one time per year, report the post test scores if pre‐ and post‐ are conducted.
• Ideal: conduct pre‐ and post fitness test at beginning and later in the year.
Making it Meaningful: What to do with Fitness Testing Data
3) Use results to:
• Assess P.E. program
• Guide curriculum change
• Make program enhancements
4) Results reported out to the public 35
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General Assessment Administration Tips
• Create safe environment
• Be aware of health problems
• Keep data private
• Emphasize scores not as part of grade
• Multiple ways to administer
• Large classes
• Engaging students in testing
Grade Specific Fitness Testing Focus/Administration Tips
• Elementary:
• Grades K‐3– focus on students learning proper form, technique and enjoyment.
• Administer in station format to provide specific feedback.
• Example: Curl ups as part of basketball skill stations. Teacher works with curl up station.
• Middle:
• Focus on student goal setting.
• Focus on student growth and progress towards fitness goals. • Administer Pacer, curl‐ups and push‐ups with partner. Administer Sit & Reach in stations.
• High:
• Focus on student goal setting.
• Focus on student using data to inform and build a personal exercise program.
• Administer tests with a partner.
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How School Administrators Can Help Support Fitness Testing
• Learn about the physical fitness and improved student outcomes
• Educate the school community on the connection between fitness and improved student outcomes – the return on investment
• Provide substitutes/coverage for teachers while they fitness test
• Treat fitness testing as you would any other important academic test
• Provide professional development opportunities for P.E. teachers
Gaining Community Buy‐In
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Educate the community on the connection between movement/fitness and improved student outcomes
Notify parents of fitness testing – use sample language
Place information in classroom/school newsletters – use integration bullets
Hold Family Fitness nights and do fitness testing
Post links to training videos on school P.E. web page
Use parent volunteers to assist in test administration*
*Heeding guidelines discussed earlier
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Professional Development
Pump Up P.E.: A training for physical educators
Physical educators who attend this training leave with practical, immediately applicable strategies, and tools & resources to:
•Increase MVPA using modified games and classroom management procedures
•Use backwards design to align curriculum with State Learning Standards
•Administer the fitness tests that will be required in IL starting in the 2016‐17 academic year
•Understand what to do with fitness data – keys to meaningful implementation
•Teach the brain/body connection – getting students to ‘own’ their fitness
•Champion P.E. and wellness efforts in their schools, districts and communities
View the current training schedule and sign up to hear about future trainings at:
iphionline.org/pump_up_pe/
Professional Development
http://www.iahperd.org/
[email protected]
kinrec.illinoisstate.edu/graduate/teacher_education/
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Q&A
• Your questions?
Thank you!
Questions/concerns:
Sarah Chusid
Enhanced Physical Education & Obesity Prevention Program Specialist
Center for Policy & Partnership Initiatives Illinois Public Health Institute
(312) 850‐4744 Ext. 10
[email protected]
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