Fitness Testing is an integral part of fitness education, which is a key component of physical education. Fitness measurement, however, is just one of the assessments in physical education. Click on the link to Exit Outcomes to see all of the summative assessments in elementary physical education.
PURPOSES OF FITNESS TESTING:
FCPS agrees with the NASPE (National Association for Sport and Physical Education) position statement "Appropriate Uses of Fitness Measurement: (2010)"
PHILOSOPHY OF FITNESS TESTING:
Purposeful measurement is an appropriate component of quality physical education. Fitness education is one part of the physical education curriculum as measured by Standard 4: Exercise Physiology. Measurement should be done in tandem with instruction. Furthermore, a plan should be developed for using individual's fitness data for instruction. Appropriate practices shall be followed.
Students are tested two times per year in the fitness test protocol: Once in the beginning of the year and once at the end of the year. Practice opportunities and instruction will take place throughout the year. The components of health-related fitness will be tested (with the exception of body composition).
|Component of Fitness Measured||Test(s)||Measured by:|
Mile Run or
Half Mile Run
Time in minutes (Mile)
Repetitions to cadence
|Curl-Ups||Repetitions to cadence|
|Flexibility||Sit and Reach Stretch||Centimeters|
USES OF FITNESS DATA:
Fitness data can enhance teaching and learning in physical education. The major purpose is to provide feedback to students, parents, teachers, FCPS, and other stakeholders regarding student fitness. Other uses include:
1. Progress Monitoring: Baeline data can be used as a measuring stick to decide where each child is at that point in time when assessment occurred. Improvement is always the goal.
2. Decisions regarding program content: Curriculum development can take place to target student strengths and weaknesses.
3. Goal-Setting: Students can use data to set measurable goals as part of a personalized fitness plan.
4. Differentiated Instruction: Instruction can be individualized so that each student is working toward his/her achievable goals.
5. Motivation: Achievement of goals and recognition of improvement is effective to motivate students to lead healthy, active lifestyles.
6. Context for curriculum and activities: Authentic assessment provides context to curriculum and activities. Students can better understand the "why" of activities and that physical education is not just about playing games.
7. Self-measurement: Understanding how to evaluate one's personal level of fitness, as well as how to improve fitness, is an important step in teaching students how to be healthy for a lifetime. The process of self-assessing, analyzing the data, developing personal fitness plans, and motivating oneself to be physically active is what every student must know and be able to do.
APPROPRIATE PRACTICES FOR
2. Students are physically prepared in each fitness component and testing protocol so that they can complete the assessment safely.
3. Teachers make every effort to create testing situations that are private, nonthreatening, educational, and encouraging (e.g. teachers explain what the test is designed to measure).
4. Teachers encourage children to avoid comparisons with others and use the results as a catalyst for personal improvement.
5. Test reports are shared privately with children and thier parents as a tool for developing personal goals and strategies for maintaining and increasing the respective fitness parameters. Student results will not be posted for public comparison.
6. The teacher will provide regular reports of student progress to both parents and students."
REPORTING OF FITNESS DATA: