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PED 100: Pre-Post Testing Procedures
Item #1 – Resting Heart Rate – Equipment: stop watch, watch with a
second hand or digital second count or any type of timing instrument
Students should take their resting heart rates when they are in a seated, relaxed position at
some point in the day, preferably early in the morning or late at night. Suggest that this
measurement be taken at least three hours after exercise or meals. DO NOT take this
reading in the laboratory setting. Students should take the reading from their radial or
carotid pulse; take this measurement after being in a semi-supine position for at least 10
seconds. Best time is early in the morning. Take the pulse for 30 seconds and multiple
the results by 2. Avoid using the thumb to palpate the artery.
Item #2 – Blood Pressure – Equipment: digital sphygmomanometer; an
area for the subject to sit and relax
Before beginning measurements have the student(s) sit in a relaxed position for at least 5
minutes. See if you can palpate a pulse on the medial (inside) of the non-dominant elbow
while the student maintains her/his palms facing up. Place the cuff on the student’s arm
above the elbow, and attempt to line up the small stethoscope in it with the palpated pulse
just above the elbow. Be sure that there is no residual air in the cuff before placing it on
the subject’s arm. Inflate the cuff to ~ 180 – 200, release the pump inflator and wait for
the digital reading. If the reading is excessively high, stop and begin the process over
again after a rest period. These cuffs are used often; they test 1,400 students per
semester; and some may lose their reliability over time. If the reading continues to
demonstrate abnormally high numbers repeat the process on another day. DO NOT USE
THE PULSE COUNT ON THE BLOOD PRESSURE CUFF FOR THE RESING
PULSE MEASUREMENT. Measurement criteria for age, gender and reading for both
heart rate and blood pressure can be found at http://www.exrx.net/Calculators.html
Some keys to the correct implementation of this test are that the subject sits still, breathes
normally, and reduces tension in their shoulder and arm being tested.
Note* - for test items 3 through 8 utilize a brief pre-testing warm up.
Item #3 – Aerobic Testing – Options: Rockport/Walkport 1 mile walk, 1.5
mile run or 12 minute run – Equipment: stop watch, sweep hand, wrist
watch or other post-testing measurement device, mileage conversion
sheet (if testing on upstairs MCDA track),
http://www.exrx.net/Calculators.html website for score conversions
Give the students the option of utilizing one of the above tests. You can implement all
three options during one testing period as long as you prepare beforehand. Access the
ExRx website before the test and click on each of the tests mentioned above to determine
what information/measurements students will need to calculate their results. The website
will calculate the Max V02 scores automatically when the numbers are inserted into the
boxes, and will also present a criterion ranking for age and gender. Encourage their best
2
efforts on this test since it has been the most problematic for post-test improvements.
Tell the students they can calculate the MAX V02 results from the website on their
computers. DO NOT ALLOW THEM TO HAND CALCULATE THIS SCORE IN
CLASS. Be sure that they have a basic understanding of the relationship between the test
score and their MAX V02 before they complete the test. Be sure that the students have a
bona fide measurement device to take their pulse rates after the test, and encourage them
to take the reading as soon as possible after completion of the test. Score conversions can
be performed on the ExRx site listed above.
Item #4 – 8” Step Test – Equipment: post-test timing device, e.g., sweep
hand, wrist watch, 8” steps that accommodate 8-12 students or more per
trial, metronome for step cadence. (8 inches is typical step height)
Have the students align themselves in pairs on the steps. Have them listen to the cadence
first and then begin the test. Begin the test and have the students step to a cadence of 4
counts-steps per cycle set at 96 counts per minute for 3 minutes; each metronome sound
indicates a movement of a leg up or down. At the conclusion of the test have the
students remain standing, and after 30 seconds elapse, have them take their exercise
pulse for 30 seconds. Be sure they use a bona fide measurement device to determine
their pulse rates. Score criteria are listed as follows:
Step Test Category Table
Males (Ages)
Screening
Category
Very Good
Good
Above Average
Average
Below Average
Poor
Very Poor
17-19
37 & down
41-38
42
46-43
47
51-48
52 & up
20-29
Females (Ages)
30+
39 & down 40 & down
42-40
45-41
44-43
46
47-45
49-47
50-48
51-50
53-51
55-52
54 & up
56 & up
17-19
20-29
30+
44 & down
49-45
51-50
53-52
55-54
58-56
59 & up
43 & down
46-44
48-47
52-49
55-53
59-56
60 & up
46 & down
48-47
51-49
53-52
55-54
59-56
60 & up
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Item #5 – Grip Strength – Equipment: Hand Grippers
Have the students choose a partner and complete three maximum grip trials with each
hand alternating trials from student to student and from left to right hand. Procedure:
squeeze the gripper as hard as you can with a quick, short squeeze. Take the average
score for both left and right hands. Add these two scores and multiply the result by 2.2
the get a Strength Score (kilograms). To determine Strength-Body Weight Ratio divide
body weight in pounds into the strength score (see table below for criteria). The
Strength-Body Weight Ratio is for information purposes only. Report only the Strength
Score on the Score sheet.
Averages in Strength of Grip, in Kg. for Adults (Reverse R-L for Lefties)
AGE
20-29
30-39
40-49
50-59
AGE
20-29
30-39
40-49
50-59
10th%
25th%
50th%
75th%
90th%
R
L
MALES
R L
R
L
R
R
44
40
35
32
40
36
32
29
56
52
48
44
52
48
44
40
49
45
41
37
45
42
48
34
10th%
25th%
R
L
FEMALES
R L
R
21
20
18
17
18
17
15
14
25
23
22
20
22
20
19
18
50th%
28
27
25
24
62
58
54
50
L
58
54
50
46
75th%
67
64
60
55
L
63
59
55
52
90th%
L
R
L
R
L
25
24
23
21
31
30
29
27
29
28
26
25
35
33
32
30
32
31
29
28
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Item #6 – Sit-ups 1 minute (with partner) – Equipment: floor mats, one
timing device per group tested.
Starting position: Student lies on back with knees bent 90⁰, hands crossing chest and a
partner anchoring her/his feet. Execution: (1) curl trunk up touching alternate elbows to
knees (left elbow to right knee), (2) return toward starting position with the back of the
shoulders returning to the floor. Continue alternating sit-ups and complete as many as
possible, while maintaining correct form, over 1 minute’s time. Contraindication:
Locking hands/fingers behind the neck when completing the sit-up. Enter results in
http://www.exrx.net/Calculators.html site for age and gender criterion rankings.
Item #7 – Pushups 1 minute – Equipment: timing device for mass grouping.
Males from the full prone position push up, keeping the back straight, to full elbow
extension and return to a position in which the chest is “fist-width” from the floor. Repeat
this motion and complete as many pushups as possible while maintaining correct form
over 1 minute.
Females  you may complete the test in the same fashion as the males OR perform
modified pushups in which the upper body/chest motion is similar to the males but allows
you to push up from the knees as opposed to the feet.
This test usually demonstrates the greatest variety of form variation and violation of
criteria. Students may again enter the results in the
http://www.exrx.net/Calculators.html site for age and gender criterion rankings.
Item #8 – Sit and Reach Low Back/Hamstring Flexibility Test – Equipment:
Sit and Reach Box
Have the student sit with knees fully extended on the floor or mat and feet flat against the
base of the box. With hands placed on top of each other, palms down and elbows fully
extended forward, lean forward, pushing the metal clasp as far forward as possible
without bending the knees. Perform the sit and reach three times and record the best
score of the three trials. Note: Work in groups of three. Have one group member
stabilize the sit and reach box to avoid movement, and have to other group member hold
the knees down to the carpet to avoid bending. Use the numbers on the right side of the
sit and reach box (inches) as the measurement criterion. Students may again enter the
results in the http://www.exrx.net/Calculators.html site for age and gender criterion
rankings.
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Item #9 – Body Composition – Skinfold Testing – Equipment: Skinfold
Calipers
Use the following guidelines to complete the 3 site skinfold measurements:
1. Measurements should be made on the right side of the body
2. Caliper should be placed 1-2 cm away from the thumb and finger,
perpendicular to the skin fold, halfway between the crest and the base of the fold
3. Release the caliper lever so its spring tension is exerted on the skinfold
4. Maintain pinch while reading caliper
5. Read dial on caliper between 1 to 2 seconds after lever has been released to the
nearest 0.5 mm
6. Rotate through the appropriate measurement sites
 Males 
chest, abdomen, thigh
 Women 
triceps, suprailium (iliac crest), thigh
Enter measurements on the ExRx worksheet. On the
http://www.exrx.net/Calculators.html website enter the measurements on the body
composition page, being sure to use the three site measurement option as the default is set
for 7 sites. You will need your correct height and weight to complete this test. After
entering all of the information click on the calculation button and you will see your body
fat measurement. In addition, calculate each student’s BMI scores and insert them on the
score sheet next to the body composition score. Students can calculate BMI from the
formula on page 176 of the text OR by scrolling down to the bottom-right of the Body
Composition measurement calculator - http://www.exrx.net/Calculators.html - click
on BMI calculator and follow the simple directions. The latter procedure is the easiest to
complete. DO NOT use an OMRON or related bioelectrical impedance equipment as a
primary measurement instrument for this test. You may use it (if you have access to one)
for comparison purposes only.
Item #10 – Height and Weight – Equipment: Scale and Height Measure
Use the scale in Room 204, across from the PED 100 laboratories to complete this
measurement. If the scale in MCDA Room 116 is available you may use it.
Note+ - You must sign out all equipment from Kristy in the women’s locker area in
MCDA. Return all equipment when testing is complete.