Multistage Fitness Test / Bleep Test
Maximal Fitness Tests which require all-out effort, such as the Multistage Fitness Test (or ‘Bleep
Test’), require maximum effort if the test result is to be useful. Pupils with an injury, illness or
medical condition should not therefore take part in maximal tests. Sub-maximal tests (e.g. step tests,
timed curl ups), which generally require participants to stop before becoming fatigued or exhausted,
may be more appropriate for many pupils.
Teachers intending to use the ‘Bleep Test’ should read and consider the following points carefully.
The bleep test is described as a progressive shuttle run test for the prediction of maximum oxygen
uptake. It is claimed that it provides a relatively straightforward means for monitoring individual
aerobic fitness with a class of young people in a practical way without the need or use of
sophisticated equipment and measuring devices. The test may be used occasionally to obtain a ‘oneoff’ aerobic picture or, alternatively, applied repeatedly over a series of lessons to monitor progress
in aerobic fitness. Progressive measurement is most appropriate and relevant with more athletically
able young people.
The test itself requires participants to carry out a sequence of shuttle runs between two parallel
lines on the floor positioned 20 metres apart. The cassette and tables provide for predicted
maximum oxygen uptake up to level 21, an exceptional level of which very few pupils, if any, are
likely to be capable.
Written pre-test precautions provided with the test indicate the need for maximal effort if the test
result is to be valid. Where there are doubts over the ability of any pupil to take part in the test, the
teacher should advise that medical advice is sought beforehand. Individuals with an injury or illness
should not undertake the test. Since the test starts very slowly there is a gentle warm up as the test
progresses. However, in addition to this built-in warm up feature, it is advisable to include very light
jogging and gentle stretching before commencing the shuttle runs at all.
Ideally, all young people should be medically screened for the absence of cardiac abnormalities
before they engage in vigorous sustained levels of physical activity. In practice, any young person
experiencing shortness of breath, chest pains, palpitations or light headedness should stop
exercising immediately and be sensitively advised to seek advice from a general practitioner. In this
regard, there is an overriding need for the teacher to exercise continuous observation of participants
while the test is taking place, particularly of pupils known to be physically less fit.
Risk assessment indicates a need for attention to safe practice in the implementation of the activity.
Associated areas for concern include the provision of adequate space; the number of young people
participating; 'peer group' and/or self imposed pressures to succeed; perceived competition; the
effects of fatigue; the possible incidence of disorientation; and cooling down.
i) Adequate width
The running space between the two parallel lines used for the shuttle runs should be clean, even,
clear of obstructions and sufficient to allow participation without danger of collisions. A minimum
corridor of 1.5 metres width for each runner is recommended. Distinctive coloured markers placed
well beyond the running area at both ends of the shuttle run and spaced at 1.5 metre intervals will
provide useful directional aids.
ii) Adequate length
There must be adequate space beyond each 20 metre line to prevent participants from contacting
any wall or obstruction should they overrun the lines. The practice of using end walls to assist with
turning is dangerous and must not be allowed. Incidents of broken wrists and arms have occurred
where walls have been used in this way.
iii) Number of pupils
The number of pupils participating at any one time will depend on the size of the activity space being
used. Pupils will need to line up at the start at least 1.5 metres apart and be well clear of any side
walls or obstructions during the shuttle runs. Classes of young people may need to be split into two,
three or more groups as necessary to ensure that each participant has adequate space for the
activity.
iv) Peer group pressure
Where pupils sit out, there is a danger of active participants being over encouraged by their
watching peers. This can cause some individuals to try to exceed their appropriate levels of optimal
participation, to a point where undue stress and exertion occurs and they are at risk of accident and
injury. The teacher must be aware of this danger and instruct observers not to offer excessive vocal
support.
v) Self imposed pressure
Some pupils can be so motivated and keen to succeed that they attempt to exceed the levels of
reasonable participation of which they are capable. Again, the teacher must advise young people
accordingly and stop the activity at any stage if necessary.
vi) Perceived competition
The test is not a competition between participating pupils though some young people may perceive
it in this way unless repeatedly advised by the teacher that the test is a personal measure of the
capacity to inhale and utilise oxygen. The performance of others is not relevant to the individual
pupil and this must be stressed each time that the test takes place.
vii) Fatigue
Pupils will inevitably begin to tire as the activity progresses and speed is increased at the end of each
successive minute. This may happen while they are still managing to complete the shuttle runs
successfully. Pupils should be advised that they must stop as soon as a point is reached where
fatigue means that they are unable to exercise full control of their actions. The teacher must be
prepared to step in and stop participants who display symptoms of fatigue.
viii) Disorientation
The continuous act of shuttle running can cause some pupils to become disorientated whilst still
within their physical limits for engaging in the activity. Any feelings of disorientation or light
headedness will be accompanied by a change in performance and the activity must stop for the
young people concerned. The observing teacher must look for the signs, however subtle, and take
action as necessary to stop those affected.
ix) Cooling down
The very vigorous level of activity built up as the test progresses to peak levels should be followed by
cooling down once the test is completed. Gentle stretching of muscle groups (especially those most
heavily exerted) together with relaxation will help to return bodies to a normal state and avoid the
risk of post activity collapse by pupils.
The nature of the multistage fitness test makes it difficult for the teacher to advise individual pupils
while it is in progress. For this reason, the above safety issues should be discussed with pupils before
the activity with reminders given at the start of successive lessons. Particular attention should be
given to the fact that the risks are likely to increase as the test progresses and that the greatest risks
are most probable as pupils approach their maximum performance levels.