aapher youth fitness test manual

AUTHORTITLE

DOCUMENT RESUME

SP 009 941

Hunsicker, Paul A.; Reiff, Guy G.AAPHER Youth Fitness Test Manual. Revised 1976Edition.

INSTITUTION American Alliance for'Health, Physical Education, andRecreation, Washington, D.C.

PUB DATE 76NOTE 84p.; For related document see ED 099 353AVAILABLE FROM AAHPER Publications-Sales, 1201 16th St., N.W.,

Washington, D.C. 20036 (no price quoted)

EDPS PRICEDESCRIPTORS

MF -$0.83 Plus Postage. HC Not Available from EMS.*Elementary Secondary Education; Females; Males;*Physical Education; *Physical Fitness; *Testing

ABSTRACTThis test manual was designed to aid recreation and

community leaders in determining the performance levels of those whoparticipate in their programs and, where appropriate, in workingtowards ?nigher levels of achievement. The first section discusses thetest and the national norms that have been determined for it. It isstated that the test is a battery of six test items designed to givea measure of physical fitness for both boys and girls in grades fivethrough twelve. Charts are provided which compaie average scores onthe tests in 1958, 1965, and 1975. The second section containsdetailed instructions for administering each test. The next threesections discuss the three types of forms used for recording the testdata, and how to compare test results. Tables are also presented inthese sections for use in the comparison of test scores. The finaltwo sections contain information on testing, and copies of therecording forms. Appended is a list of participating schools andpersonnel in the 1974-75 test. (RC)

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U S OE PARTMENT OF HEALTH,EOUCATION & WELFARENATIONAL INSTITUTE OF

EOUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCED EXACTLY AS RECEIVED FROMTHE PERSON ORORGANIZATION ORIGIN-ATING IT POINTS

OF VIEW OR OPINIONSSTATED DO NOTNECESSARILY REPRE-SENT OFFICIAL

NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY

A A

YOUTHFITNESS

TESTMANUAL

REVISED EDITION

REVISED 1976 EDITION

PAUL HUNSICKERand

GUY G. REIFFUNIVERSITY OF MICHIGAN

AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION1201 Sixteenth Street, N.W., Washington, D.C. 20036

PERMISSION TO REPRODUCE THISCOPYRIGHTED MATERIAL SY MICRO-FICHE 0 Y AS :EEN G: A TED BY

.1it NNW 4Pir

TO ERIC AN 0-GANIZAIIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL INSTITUTE OF EDUCATIONFUPTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER '

2

publications

Copyright © 1958, 1961, 1973

REVISED EDITIONSCopyright © 1965, 1975, 1976

AMERICAN ALLIANCE FOR HEALTH,PHYSICAL EDUCATION, AND RECREATION

For order information and price liston all fitness materials, write:

AAHPER Publications-Sales1201 16th St., N.W.

Washington, D.C. 20036

CONTENTS

Foreword George F. Anderson 7

THE TEST AND THE NATIONAL NORMS 9

ADMINISTERING THE TEST 28

1. pull-up 29flexed-arm hang 302. sit-up

313. shuttle run32

4. standing long jump 335. 50-yard dash 346. 600-yard run 35

RECORDING TEST SCORES 36

COMPARING RESULTS 37

TABLES

Tables 1-6B Percentile Scores for Girls Based on Age 38Tables 7-12B Percentile Scores for Boys Based on Age 46Tables 13-17 Percentile Scores for Boys and Girls Based on Age 54

TESTING 59

RECORDING FORMS

Persona Fitness Record61

Cumulative Fitness Record 65Class Composite Record 69

APPENDIX

Participating Schools and Personnel in 1974-75 Test 73

4

FOREWORD

_The American Alliance for Health, Physical Education, and Recreation hasalways been concerned with ways to improve the physical fitness of Americanboys and girls. One of its most effective recent contributions has been the steadyemphasis and stimulation exerted through the Youth Fitness Test Projectinitiated in 1957. The AAHPER Youth Fitness Test is the first ever to bedeveloped by the physical education profession for which national norms weredetermined.

The establishment of national norms in 1957 for the seven-item test batteryclearly indicated that the young people of this country were not as physically fitor vigorous as they should be. In 1965 the national norms were updated withanother national study under a grant from the United States Office ofEducation, and while the results showed improvement, the level of physicalperformance was not encouragingly high. The nation norms that appear in thispublication were updated in 1975 under a grant from USOE, with modificationsin the test battery. The softball throw was eliminated, and the one-minute flexedleg sit-up replaced the straight leg sit-up. Optional distance runs that may besubstituted for the 600-yard run are included in this revised manual as anincreasing number of schools are including endurance running or jogging in theirphysical eductation programs. The norms for the distance runs are adapted fromthe Texas Physical Fitness-Motor Ability Test.

The results of the 1975 national survey showed that in comparison of averagescores for girls with the 1965 data, significant improvements were made in theflexed arm hang, standing long jump and 600-yard run for given age levels. Forthe boys, the 1975 scores on all tests and for all age levels showed no significantimprovement over the 1965 scores. Girls at age 10 on the 600-yard run and boysage 14 on the standing long jump showed a decrease in performance in the 1975survey.

The new national norms are cause for concern by all who are associated withthe physical education profession. There has been no significant overallimprovement in the fitness of our youth in the last 10 years. It is essential thatphysical educators throughout the country dedicate themselves to reemphasis ofthe physical fitness component as an integral and significant part of theirphysical education programs. The opportunity for all boys and girls toparticipate in vigorous physical activities will motivate them to improve theirlevel of physical performance. Physical educators, as well as recreation andcommunity leaders, are urged to utilize fully the 1976 revision 9f the AAHPERYouth Fitness Test Manual to determine the performance levels of those whoparticipate in their programs and, where appropriate, to work toward higherlevels of achievement.

On behalf of the Alliance I express our grateful appreciation to the late PaulHunsicker, to whom this volume is dedicated, and to Guy G. Reiff, both of theUniversity of Michigan, for their devoted efforts in again conducting the 1975national survey and updating the norms. I also wish to acknowledge the

5 7

assistance of Andrew S. Jackson, University of Houston, for the inclusion of theoptional runs listed in the test battery. Thanks also to Charles T. Avedisian for

his assistance in gaining entry into various school systems. To all those schooladministrators, faculty members and boys and girls who assisted and participatedin the survey to make this revision possible, I extend our sincere thanks.

George F. Anderson

8

THE TESTand the

NATIONAL NORMS

The revised AAHPER Youth Fitness Test is a battery of six test items designed togive a measure of physical fitness for both boys and girls in grades 5-12. Thetests were selected to evaluate specific aspects of physical status which, takentogether, give an over-all picture of the young person's general fitness. It is theonly fitness test for which national norms have been determined.

The test batteryThe tests can be given in the gymnasium or outdoors. They are: pull-up (with

flexed-arm hang for girls)for judging arm and shoulder girdle strength; flexedleg sit-upfor judging efficiency of abdominal and hip flexor muscles; shuttlerunfor judging speed and change of direction; standing long jumpfor judgingexplosive muscle power of leg extensors; 50-yard dashfor judging speed; and600-yard run (with optional runs of 1 mile or 9 minutes for ages 10-12 or l'hmiles or 12 minutes for age 13 and older)for judging endurance.

The original test battery of seven tests was developed in 1957 by a specialcommittee of the AAHPER Research Council. Its work was the direct result of anational conference called in 1956 by President Dwight D. Eisenhower to con-sider the fitness of American youth. President Eisenhower was alerted to thepoor physical record of our young people through the research studies of HansKraus and associates as published in the Journal of Health, Physical Educatio,:.Recreation and in the Research Quarterly. Following the President's meeting,AAHPER held a conference to determine specific steps which the physical edu-cation professir;, might take to improve the level of physical fitness amongAmerican youth. One important result of this national meeting was to set inmotion the AAHPER Youth Fitness Project, an attempt both to .aeasure and toimprove the fitness of our country's boys and girls.

The special Research Council committee was fully aware of the problemsconfronting a group charged with the responsibility of studying the fitness of thenation's youth. There was, however, a strong feeling that some concrete actionshould be taken. Accordingly, with the thought that any project proposed wouldbe looked upon as a pilot study, the committee agreed on plans for a survey ofyouth fitness in the United States.

Seven test items were chosen by this group of experts, and recently, threemodifications were made in this original test battery. The sit-up was changed toa flexed leg sit-up, which is a more accurate measure of the abdominal muscle.The softball throw was eliminated on the ground that it involves skill to a largeextent while the prime purpose of the battery of tests is to determine fitness.The 600-yard run was modified to include two optional runsthe 1-mile or9-minute run for ages 10-12 or the Ph-mile or 12-minute ran for children age 13

97

or older. The optionals originate with the Texas Physical Fitness-Motor AbilityTest. Andrew S. Jackson, University of Houston, consulted with AAHPER oninclusion of the optiorial runs. These optional runs may be substituted in pro-grams where extensive running has been a continuing part of the physical educa-tion program.

The following criteria were considered by the committee in selecting theseven (now six) items for the AAHPER Youth Fitness Test: tests which werereasonably familiar, required little or no equipment, could be administered toboys and girls (except for pull-up), could be given to the entire age range ofgrades 5-12, measured different components of fitness, and would allowself-testing by the student.

As an extension of the last criterion, it should be pointed out that the testbattery does measure elements of strength, ability, and endurance, as well asproficiency in running and jumping. Each particular test item was viewed as anindicator of a strength or weakness with little interest in the test per se. As anexample, the interest in pull-ups was not in the event itself but in the fact thatthis is an indicator of arm and shoulder strength.

It should be emphasized that the correlations among the six test items arelow. If they were high, there would be no point in giving six testsone or twowould suffice.

First national fitness surveyAAHPER's most significant decision was to carry out the work necessary to

develop national norms for the fitness test. Dr. Paul A. Hunsicker, University ofMichigan, was named director of the project, with responsibility for coordinatingthe task of testing a nationwide sample of American youth. The Survey ResearchCenter of the University of Michigan was delegated the task of seIecting a repre-sentative sampling. Since it was decided that all boys and girls, grades 5 through12, would be eligible participants, the sampling was based on homeroom units sothat both those taking physical education and those not enrolled in physicaleducation would be included. The Center drew the sample schools, made theinitial contact requesting the school's cooperation, and decided which studentsin cooperating schools would be subjects.

Directions for administering the test were prepared, and professional peoplein various sections of the country assumed responsibility for supervising testadministration in their areas. The project director met the people involved in thetesting to, distribute directions and demonstrate the tests. Although the precisetime of testing and other arrangements were left to the discretion of the localpeople, these meetings assured that the norms for the Test would be the firstdetermined on a national sample with standard administration.

Percentile score tables were determined for each of the six tests based on agealone, as well as on the Neilson-Cozens Classification Index. The ClassificationIndex, however, is omitted from this manual as research indicates that age is a

more valid criterion. The scores included test results for 8,500 boys and girls ingrades 5 through 12.

The data for the first national survey were thus collected and analyzed duringthe school year of 1957-58. The test and the national norms were published byAAHPER in September 1958. It is estimated that the test has been administeredto millions by physical education teachers and youth agencies. It has also beenused in many foreign countries.

10

Incentive for improvementThe results of the 1957-58 survey, however, confirmed what many had sus-

pectedAmerican ooys and girls did not demonstrate outstanding performanceon the measures of fitness. The national norms were not at a very high level.

Comparisons between scores of youngsters in other countries and those ofAmerican children showed that our boys and girls were not as physically fit asthose of some other lands in the qualities measured. Although our nutrition andhealth standards may be higher, our young people do not have the shoulder andupper arm strength or the endurance revealed by young people of many othercountries.

The dismaying test results thus became an incentive to improve physicaleducation programs around the country. When the fitness status of school pupilswas ascertained through the test and then compared with the national norms,physical education teachers knew where they must concentrate to raise fitnesslevels. The test itself became a technique for improving physical fitness as well asa stimulation for broadening and enriching the opportunities for physical acti-vity in the public schools.

Programs of health education, physical education, and recreation around thecountry were strengthened. More emphasis was placed on sports for fitness, ongymnastics for both boys and girls, on motivation for fitness. Two conferenceswere sponsored by the AAHPER to aid in the efforts to improve physical edu-cation offerings for secondary school pupils and for elementary school pupils.

The President's Council on Physical Fitness and Sports' was set up by Presi-dent Eisenhower in 1956 to give federal encouragement to programs aimed atincreasing overall fitness of American youth. It, like the AAHPER Youth FitnessTest program, was an outgrowth of the first President's Conference on Fitness ofAmerican Youth. The Council's work was expanded under President John F.Kennedy and continued under President Lyndon B. Johnson. Various programswere enlarged and extended under Presidents Richard M. Nixon and Gerald R.Ford.

The Council, as a part of its motivational program, officially adopted andendorsed the use of the AAHPER Youth Fitness Test and recommended fitnesstesting as the first step toward improvement ofphysical fitness.

Plan for motivationAs an incentive for a continual program of fitness testing, AAHPER prepared

motivational materials for those participating in the testing procedure. Schoolsor any organized group which administers the test may receive a certificate ofparticipation from AAHPER headquarters. Boys and girls taking part in thetesting may receive awards and emblems indicating their performance level onthe AAHPER Youth Fitness Test.

There is an achievement award certificate for boys and girls who attain the50th percentile on all items in the test. An embossed gold merit seal is availablefor this certificate of achievement for those boys and girls who attain the 80thpercentile on all test items. A progress award is available for the physicallylimited boys and girls who, in their instructor's estimation, show improved per-formance on the test items.

*Originally called the President's Council on Youth Fitness.

9 11

There are also other awards to provide boys and girls with a keen incentive toimprove their fitness standards. Separate sew-on embroidered emblems areavailable, for three levels: elementary, junior, and senior.

The Presidential Physical Fitness Award, established by President Lyndon B.Johnson in 1966, honors students who demonstrate exceptional physical

achievement. Boys and girls who score at or above the 85th percentile on all sixitems of the Youth Fitness Test are eligible. They must be students in goodstanding, recommended by their school principals.

Information about these awards and other materials on fitness may beobtained by writing to AAHPER headquarters (See pages 87-91.)

New national normsA second survey, supported by the United States Office of Education, was

completed and the results published in 1965. Ten years later, 1975, a thirdsurvey was conducted with funds from the Office of Education.

The test items administered during the second survey were identical to those

given in 1957-58 with one exception. The flexed arm hang was substituted forthe modified pull-up for girls because of the greater reliability in test administra-

tion.In the third survey the softball throw was dropped from the test battery and

the one-minute flexed leg sit-up was submitted for the extended leg sit-up. The

new test minimizes the action of the hip flexors and the time criterion ratherthan a maximum number which yields a statistical distribution that is lessskewed.

Comparison of normsThe 1975 norms for girls indicated a significant improvement in average

scores in comparison with the 1965 data in the following tests: 13-year-oldslong jump and 600-yard run; 14-year-oldsflexed arm hang, long jump and600-yard run; 15-year-olds-600-yard run; 17-year-olds-600-yard run. The600-yard run average time for 10-year-old girls was not as fast as the 1965average. All other comparisons did not yield a statistically significant difference(5% level).

The comparison of the boys' scores for 1975 did not yield a statisticallysignificant improvement at any age level on any test. In one instance, the longjump for 14-year-olds, there was actually a decrease in performance.

No statistical comparisons between the 1958 data and the 1975 test resultswere made since the 1965 data were in almost all instances better than the 1958scores. It seemed more appropriate to limit the observations to comparing thetest results for 1965 with 1975 data.

Charts comparing the three sets of averages for the different age groups areshown. Additional figures illustrating average scores for boys and girls in 1975

follow the other comparisons.

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ADMINISTERING THE TEST

The AAHPER Youth Fitness Test Battery consists of six test items. Detailedinstructions for administering each test appear on the following seven pages.

The tests may be given in any gymnasium or out of doors. With the exceptionof a bar for the pull-up and flexed-arm hang, no special equipment is required.Administering the tests does, however, call for careful planning, to utilize bothspace and time to best advantage. Stations for each test should be thoughtfullyworked out and the various test areas clearly marked ahead of time.

Arrangements must be made for timers and for recording of all scores. (Seepage 36 for information about the permanent recording of scores.) Organizingthe group into squads is a useful technique. Sometimes it is possible for eachpupil to record his own score as the test is given; sometimes it is more practicalto have a squad captain, an assistant, or the teacher record scores. (They maylater be transferred to personal records.)

It is suggested that the pull-up for boys, flexed-arm hang for girls, flexed legsit-up, shuttle run, and standing broad jump be given in one period; the 50-yarddash, and 600-yard run (with optional runs) in a second period.

The pupils should be given reasonable warm-up prior to the testing. A testshould not be given to any pupil whose medical status is questionable.

Be certain to follow directions exactly for each test. Only in this way will itbe possible to compare the scores with the national norms. (See page 37 forinformation about using the percentile score tables to compare individual scoreswith the national norms.)

28

26

pull-up

BOYS

FIGURE 1

Improvised equipment for pull-updoorway gym bar in background,

ladder in foreground.

FIGURE 2Starting position for pull-up.

EQUIPMENTA metal or wooden bar approximatelyPh inches in diameter is preferred. Adoorway gym bar can be used, and, ifno regular equipment is available, apiece of pipe or even the rungs of aladder can serve the purpose (FIGURE1).

DESCRIPTIONThe bar should be high enough so thatthe pupil can hang with his arms andlegs fully extended and his feet free ofthe floor. He should use the overhandgrasp (FIGURE 2). After assuming thehanging position, the pupil raises hisbody by his arms until his chin can beplaced over the bar and then lowers hisbody to a full hang as in the startingposition. The exercise is repeated asmany times as possible.

RULES1. Allow one trial unless it is obviousthat the pupil has not had a fairchance.2. The body must not swing duringthe execution of the movement. Thepull must in no way be a snap move-ment. If the pupil starts swinging,check this by holding your extendedarm across the front of the thighs.3. The knees must not be raised andkicking of the legs is not permitted.

SCORINGRecord the number of completedpull-ups to the nearest whole number.

29

EQUIPMENTA horizontal bar approximately 1%inches in diameter is preferred. Adoorway gym bar can be used; if noregular equipment is available, a pieceof pipe can serve the purpose. A stop-watch is needed.

DESCRIPTIONThe height of the bar should beadjusted so it is approximately equalto the pupil's standing height. Thepupil should use an overhand grasp(FIGURE 3). With the assistance oftwo spotters, one in front and one inback of pupil, the pupil raises herbody off the floor to a position wherethe chin is above the bar, the elbowsare flexed, and the chest is close to thebar (FIGURE 4). The pupil holds thisposition as long as possible.

RULES1. The stopwatch is started as soon asthe subject takes the hanging position.2. The watch is stopped when (a)pupil's chin touches the bar, (b)pupil's head tilts backwards to keepchin above the bar, (c) pupil's chinfalls below the level of the bar.

SCORINGRecord in seconds to the nearest sec-ond the length of time the subjectholds the hanging position.

30

flexed-armhang

GIRLS

2

FIGURE 3Starting position for flexed-arm hang.

FIGURE 4Flexed-arm hang.

situp (flexed leg)BOYS AND GIRLS

FIGURE 5

Starting position for flexed leg sit-up

FIGURE 6

Flexed leg sit-up

G9

EQUIPMENTClean floor, mat or dry turf and stop-watch.

DESCRIPTIONThe pupil lies on his back with hisknees bent, feet on the floor and heelsnot more than 12 inches from the but-tocks. The angle at the knees shouldbe less than 90 degrees. The pupil putshis hands on the back of his neck withfingers clasped and places his elbowssquarely on the mat, floor or turf. Hisfeet are held by his partner to keepthem in touch with the surface. Thepupil tightens his abdominal musclesand brings his head and elbows for-ward as he curls up, fmally touchingelbows to knees. This action consti-tutes one sit-up. The pupil returns tothe starting position with his elbowson the surface before he sits up again.The timer gives the signal "ready-go,"and the sit-up performance is startedon the word "go." Performance isstopped on the word "stop." Thenumber of correctly executed sit-upsperformed in 60 seconds shall be thescore.

RULES1. Only one trial shall be allowed un-less the teacher believes the pupil hasnot had a fair opportunity to perform.2. No resting is permitted between sit-ups.3. No sit-ups shall be counted inwhich the pupil does not (a) keep thefingers clasped behind the neck; (b)bring both elbows forward in startingto sit up without pushing off thefloor with an elbow; or (c) return tostarting position, with elbows flat onthe surface, before sitting up again.SCORINGRecord the number of correctly exe-cuted sit-ups the pupil is able to do in60 seconds. A foul nullifies the countfor that sit-up. The watch is started onthe word "go" and stopped on theword "stop."

31

EQUIPMENTTwo blocks of wood, 2 inches x 2inches x 4 inches, and stopwatch.Pupils should wear sneakers or runbarefooted.

DESCRIPTIONTwo parallel lines are marked on thefloor 30 feet apart. The width of aregulation volleyball court serves as asuitable area. Place the blocks of woodbehind one of the lines as indicated inFIGURE 7. The pupil starts frombehind the other line. On the signal"Ready? Go!" the pupil runs to theblocks, picks one up, runs back to thestarting line, and places the blockbehind the line; he then runs back andpicks up the second block, which hecarries back across the starting line. Ifthe scorer has two stopwatches or onewith a split-second timer, it is prefer-able to have two pupils running at thesame time. To eliminate the necessityof returning the blocks after each race,start the races alternately, first frombehind one line and then from behindthe other.

RULESAllow two trials with some rest be-tween.

SCORINGRecord the time of the better of thetwo trials to the nearest tenth of asecond.

32

shuttle runBOYS AND GIRLS

;.30

FIGURE 7Starting the shuttle run.

standinglong jumpBOYS AND GIRLS 4

EQUIPMENTMat, floor, or outdoor jumping pit,and tape measure.

DESCRIPTIONPupil stands as indicated in FIGURE8, with the feet several inches apartand the toes just behind the takeoffline. Preparatory to jumping, the pupilswings the arms backward and bendsthe knees. The jump is accomplishedby simultaneously extending the kneesand swinging forward the arms.

RULES1. Allow three trials.2. Measure from the takeoff line tothe heel or other part of the body thattouches the floor nearest the takeoffline (FIGURE 8).3. When the test is given indoors, it isconvenient to tape the tape measure tothe floor at right angles to the takeoffline and have the pupils jump alongthe tape. The scorer stands to the sideand observes the mark to the nearestinch.

SCORINGRecord the best of the three trials infeet and inches to the nearest inch.

FIGURE 8Measuring the standing long jump.

31 33

EQUIPMENTTwo stopwatches or one with a split-second timer.

DESCRIPTIONIt is preferable to administer this testto two pupils at a time. Have bothtake positions behind the starting line.The starter will use the commands"Are you ready?" and "Go!" The lat-ter will be accompanied by a down-ward sweep of the starter's arm to givea visual signal to the timer, who standsat the finish line.

RULESThe score is the amount of time be-tween the starter's signal and theinstant the pupil crosses the finish line.

SCORINGRecord in seconds to the nearest tenthof a second.

50-yard dashBOYS AND GIRLS

34 32

FIGURE 9Starting the 50-yard dash.

EQUIPMENTTrack or area marked according toFIGURES 11-13, and stopwatch.

DESCRIPTIONPupil uses a standing start. At the sig-nal "Ready? Go!" the pupil starts run-ning the 600-yard distance. Therunning may be interspersed withwalking. It is possible to have a dozenpupils run at one time by having thepupils pair off before the start of theevent. Then each pupil listens for andremembers his partner's time as thelatter crosses the finish. The timermerely calls out the times as the pupilscross the finish.

RULESWalking is permitted, but the object isto cover the distance in the shortestpossible time.

SCORINGRecord in minutes and seconds.

FIGURE 11Using football field for 600-yard run

600-yardrunBOYS AND GIRLS

Options:Ages 10.12, 1-mile or 9-minute run

Ages 13 or older, 11/2-mile or 12-minute run

FIGURE 12Using any open area for 600-yard run

FIGURE 13Using inside track for 600-yard run

33 35

RECORDING TEST SCORES

Information about scoring each test item is included with the instructions foradministering the test. It is important that the test scores be recorded in somepermanent form, in order that they may be put to use. The results are useful inmeasuring individual progress, in comparing individual performance levels with anationwide standard, in identifying specific weaknesses which can then beimproved, hi developing programs of activities which will help raise levels of

fitness for the school population.For convenience in recording test data, three forms have been developed for

use by the participant and the teacher or leader administering the AAHPERYouth Fitness Test. These forms include spaces for noting the raw score (that is,the performance record in feet, minutes, number, etc.) and the percentile score(which indicates how the performer compares with others in his own category).The percentile scores are obtained from the tables of norms which appear on

pages 38-58.

The three types of recording forms are as follows:

Personal Fitness Record, reproduced on pages 61-64, is designed for theindividual's own recording of his score on the test. The graph permits thestudent to record the results of more than one test by using different colors forplotting the percentiles. It may be used at all levels.

Cumulative Fitness Record, reproduced on pages 65-68, contains space for

recording the individual's score each year from grades 5 through 12. It is made inthe form of a file folder, to be kept in the school office as a cumulative record ofthe student's fitness over the eight-year period. Test items can also be recordedseparately, so that a cumulative record of the score on each test item may be

kept for the eight-year period.

Class Composite Record, reproduced on page 69, is a convenient form for thetest administrator to record the scores of the members of the class or grouptaking the AAHPER Youth Fitness Test. It may be used at all levels.

All forms are available from AAHPER (see pages 87-91).

36 311

COMPARING TEST RESULTS

Teachers and pupils are interested in knowing how a particular test score com-pares with those of other pupils of a similar age or maturation level. Teachersalso need to have some idea about the range of abilities at each level for thephysical performance tests. The percentile scores developed from the nationwidesampling in 1974-75 will enable pupils and teachers to compare scores withnational norms.

Two sets of percentile scores are presented in this Manual. Both are based onage. The first set treats boys and girls separately (Tables 1-12B) and the other setof percentile tables (13-17) combines boys and girls into a single set of data.

Using tables based on ageIn developing the tables based on age, anyone who was between 120 months

and 131 months was considered a 10-year-old; 132 to 143, an 11-year-old; 144to 155, a 12-year-old; 156 to 167, a 13-year-old; and so on, up to the age of 18.In other words, age was expressed in the number of birthdays the pupil had had.Tables 1-6B give the percentile figures for girls, tables 7-12B for boys and tables13-17 for combined boys' and girls' scores.

For example, a girl who is 10 years old and does 29 sit-ups is at the 55thpercentile for this test. This means that her performance is better than 55percent of the 10-year-old girls and that 45 percent of the 10-year-old girlsexceed her performance.

3; 37

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Age

Perc

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1011

1213

1415

1617

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100t

h78

6884

6865

8369

7310

0th

95th

4239

3334

3536

3134

95th

90th

29

3027

2529

2824

2890

th

85th

2424

2321

2625

2022

85th

80th

2121

2120

2321

1719

80th

75th

1820

1816

2118

1517

75th

70th

1617

1514

1815

1214

70th

CZ

65th

1415

1313

1514

1112

65th

60th

1213

1211

1312

1010

60th

55th

1011

109

1110

89

55th

50th

910

98

99

78

50th

45th

78

87

88

67

45th

40th

67

66

77

56

40th

35th

56

55

55

45

35th

30th

45

44

54

34

30th

25th

33

33

34

33

25th

20th

23

22

33

22

20th

15th

12

11

22

12

15th

10th

00

I0

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5th

00

00

00

00

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00

00

00

00

00

co

TA

BLE

2. S

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OR

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FLE

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Per

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Per

form

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60

Sec

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Age

Perc

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1011

1213

1415

1617

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tile

100t

h56

6055

5752

5875

6610

0th

95th

4543

4445

4545

4345

95th

90th

4040

4041

4342

4041

90th

85th

3838

3840

4140

3840

85th

80th

3536

3738

3938

3638

80th

75th

3435

3636

3736

3535

75th

70th

3333

3535

3535

3434

70th

65th

3132

3333

3534

3333

65th

60th

3031

3232

3333

3232

60th

55th

2930

3031

3232

3131

55th

50th

2729

2930

3031

3030

50th

45th

2528

2829

3030

2830

45th

40th

2426

2727

2929

2728

40th

35th

2325

2626

2728

2627

35th

30th

2224

2525

2526

2526

30th

25th

2122

2423

2425

2425

25th

20th

2020

2222

2223

2222

20th

15th

1718

2020

2022

2020

15th

10th

1415

1718

1820

1818

10th

5th

109

1315

1615

1514

5th

00

00

02

20

10

TA

BLE

3. S

HU

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UN

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Per

cent

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core

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and

Ten

ths

Age

Perc

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1415

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tile

100t

h8.

08.

48.

57.

07.

87.

47.

88.

210

0th

95th

10.2

10.0

9.9

9.9

9.7

9.9

10.0

9.6

95th

90th

10.5

10.3

10.2

10.0

10.0

10.0

10.2

10.0

90th

85th

10.9

10.5

10.5

10.2

10.1

10.2

10.4

10.1

85th

80th

11.0

10.7

10.6

10.4

10.2

10.3

10.5

10.3

80th

75th

11.1

10.8

10.8

10.5

10.3

10.4

10.6

10.4

75th

70th

11.2

11.0

10.9

10.6

10.5

10.5

10.8

10.5

70th

65th

11.4

11.0

11.0

10.8

10.6

10.6

10.9

10.7

65th

60th

11.5

11.1

11.1

11.0

10.7

10.9

11.0

10.9

60th

55th

11.6

11.3

11.2

11.0

10.9

11.0

11.1

11.0

55th

50th

11.8

11.5

11.4

11.2

11.0

11.0

11.2

11.1

50th

45th

11.9

11.6

11.5

11.3

11.2

11.1

11.4

11.3

45th

40th

12.0

11.7

11.5

11.5

11.4

11.3

11.5

11.5

40th

35th

12.0

11.9

11.7

11.6

11.5

11.4

11.7

11.6

35th

30th

12.3

12.0

11.8

11.9

11.7

11.6

11.9

11.9

30th

25th

12.5

12.1

12.0

12.0

12.0

11.8

12.0

12.0

25th

20th

12.8

12.3

12.1

12.2

12.1

12.0

12.1

12.2

20th

15th

13.0

12.6

12.5

12.6

12.3

12.2

12.5

12.5

15th

10th

13.8

13.0

13.0

12.8

12.8

12.6

12.8

13.0

10th

5th

14.3

14.0

13.3

13.2

13.1

13.3

13.7

14.0

5th

018

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CO

TA

BLE

4. S

TA

ND

ING

LO

NG

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Per

cent

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core

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est S

core

s in

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es

111

Perc

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ge

Perc

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1011

1213

1415

1617

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100t

h95

th90

th

85th

80th

75th

70th

65th

60th

55th

50th

45th

40th

35th

30th

25th

20th

15th

10th 5th

0

7'11

"5'

10"

5' 8

"

5' 5

"5'

2"

5' 2

"

5' 0

"5'

0"

4'10

"

4' 9

"4'

8"

4' 7

"

4' 6

"4'

5"

4' 3

"

4' I

"4'

0"

3'11

"

3' 8

"3'

5"

1' 8

"

7' 0

"6'

0"

5' 9

"

5' 7

"5'

5"

5' 4

"

5' 3

"5'

2"

5' 1

"

5' 0

"4'

11"

4'10

"

4' 8

"4'

7"

4' 6

"

4' 4

"4'

3"

4' 2

"

4' 0

"3'

8"

2'10

"

7' 0

"6'

2"

6' 0

"

5' 9

"5'

8"

5' 6

"

5' 5

"5'

4"

5' 2

"

5' 1

"5'

0"

4'11

"

4'10

"4'

9"

4' 8

"

4' 6

"4'

5"

4' 3

"

4' 2

"3'

10"

3' 0

"

8' 0

"6'

5"

6' 2

"

6' 0

"5'

10"

5' 9

"

5' 7

"5'

6"

5' 5

"

5' 4

"5'

3"

5' 2

"

5' 1

"5'

0"

4'10

"

4' 9

"4'

8"

4' 6

"

4' 3

"4'

0"

3' 2

"

7' 5

"6'

8"

6' 5

"

6' 3

"6'

0"

5'11

"

5'10

"5'

8"

5' 7

"

5' 6

"5'

4"

5' 3

"

5' 2

"5'

1"

4'11

"

4'10

"4'

9"

4' 6

"

4' 4

"4'

0"

3' 0

"

8' 0

"6'

7"

6' 3

"

6' 1

"6'

0"

5'10

"

5' 9

"5'

8"

5' 6

"

5' 6

"5'

5"

5' 3

"

5' 2

"5'

1"

5' 0

"

4'11

"4'

9"

4' 7

"

4' 5

"4'

2"

3' 0

"

7' 7

"6'

6"

6' 3

"

6' 0

"5'

11"

5' 9

"

5' 8

"5'

6"

5' 6

"

5' 4

"5'

3"

5' 2

"

5' 1

"5'

0"

4'10

"

4' 9

"4'

7"

4' 6

"

4' 4

"4'

0"

2' 8

"

7' 6

"6'

9"

6' 6

"

6' 3

"6'

2"

6' 0

"

5'11

"5'

10"

5' 9

"

5' 7

"5'

5"

5' 4

"

5' 3

"5'

2"

5' 0

"

4'11

"4'

9"

4' 7

"

4' 4

"4'

1"

3' 3

"

100t

h95

th90

th

85th

80th

75th

70th

65th

60th

55th

50th

45th

40th

35th

30th

25th

20th

15th

10th 5th

0

TA

BLE

5. 5

0-Y

AR

D D

AS

H F

OR

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LS

Per

cent

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core

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ased

on

Age

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core

s in

Sec

onds

and

Ten

ths

Perc

entil

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10

Age

1112

1314

1516

17+

Perc

entil

e

100t

h95

th90

th

-85

th80

th75

th

70th

65th

60th

55th

50th

45th

40th

35th

30th

=5t

h20

th15

th

10th 5th

0

7.0

7.4

7.5

7.8

8.0

8.0

8.1

8.3

8.4

8.5

8.6

8.8

8.9

9.0

9.0

9.1

9.4

9.6

9.9

10.3

13.5

6.9

7.3

7.5

7.5

7.8

7.9

7.9

8.0

8.1

8.2

8.3

8.4

8.5

8.6

8.8

9.0

9.1

9.3

9.6

10.0

12.9

6.0

7.0

7.2

7.4

7.5

7.6

7.7

7.9

8.0

8.0

8.1

8.2

8.3

8.4

8.5

8.7

8.9

9.1

9.4

10.0

14.9

6.0

6.9

7.0

7.2

7.3

7.4

7.5

7.6

7.7

7.9

8.0

8.0

8.1

8.2

8.3

8.5

8.7

8.9

9.2

10.0

14.2

6.0

6.8

7.0

7.1

7.2

7.3

7.4

7.5

7.6

7.6

7.8

7.9

8.0

8.0

8.2

8.3

8.5

8.8

9.0

9.6

11.0

6.0

6.9

7.0

7.1

7.2

7.4 .5 7.6

7.7

7.8

7.9

8.0

8.0

8.1

8.2

8.4

8.6

8.8

9.2

15.6

5.6

7.0

7.1

7.3

7.4

7.5

7.5

7.6

7.7

7.8

7.9

8.0

8.0

8.1

8.2

8.3

8.5

8.5

8.8

9.3

15.6

6.4

6.8

7.0

7.1

7.3

7.4

7.5

7.5

7.6

7.7

7.9

8.0

8.0

8.1

8.2

8.4

4.5

8.8

9.0

9.5

15.0

100t

h95

th90

th

85th

80th

75th

70th

65th

60th

55th

50th

45th

40th

35th

30th

25th

20th

15th

10th 5th

0

TA

BLE

6. 6

00-Y

AR

D R

UN

FO

RG

IRLS

Per

cent

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core

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ased

on

Age

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core

sin

Min

utes

and

Sec

onds

Perc

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1011

1213

1415

1617

+Pe

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tile

100t

h95

th90

th

85th

80th

75th

70th

65th

60th

55th

50th

45th

40th

35th

30th

25th

20th

15th

10th 5th

0

2' 7

"1'

52"

1'40

"1'

43"

1'33

"2'

20"

2'14

"2'

6"

2' 4

"2'

2"

2'26

"2'

21"

2'14

"2'

12"

2' 7

"

1'41

"1'

45"

1'39

"2'

0"

2' 8

"2'

2"

2'10

"2'

15"

2'10

"

2'30

"2'

25"

2'21

"2'

16"

2'11

"2'

14"

2'19

"2'

14"

2'33

"2'

30"

2'23

"2'

20"

2'15

"2'

18"

2'21

"2'

20"

2'39

"2'

35"

2'26

"2'

23"

2'19

"2'

22"

2'26

"2'

24"

2'41

"2'

39"

2'31

"2'

27"

2'24

"2'

25"

2'29

"2'

26"

2'45

"2'

42"

2'35

"2'

30"

2'29

"2'

28"

2'32

"2'

30"

2'48

"2'

45"

2'39

"2'

34"

2'32

"2'

30"

2'36

"2'

35"

2'51

"2'

48"

2'43

"2'

37"

2'36

"2'

34"

2'39

"2'

38"

2'56

"2'

53"

2'47

"2'

41"

2'40

"2'

37"

2'43

"2'

41"

2'59

"2'

55"

2'51

"2'

45"

2'44

"2'

40"

2'47

"2'

45"

3' 1

"2'

59"

2'56

"2'

49"

2'47

"2'

45"

2'49

"2'

48"

3' 8

"3'

4"

3' 0

"2'

55"

2'51

"2'

50",

2'54

"2'

53"

3'11

"3'

11"

3' 6

"2'

59"

2'56

"2'

55"

2'58

"2'

56"

3'15

"3'

16"

3'13

"3'

6"

3' 1

"3'

0"

3' 3

"3'

2"

3'21

"3'

24"

3'19

"3'

12"

3' 8

"3'

5"

3' 9

"3'

9"

3'25

"3'

30"

3'27

"3'

20"

3'16

"3'

12"

3'18

"3'

19"

3'38

"3'

44"

3'36

"3'

30"

3'27

"3'

26"

3'30

"3'

30"

4' 0

"4'

15"

3'59

"3'

49"

3'49

"3'

28"

3'49

"3'

45"

5'48

"5'

10"

6' 2

"5,

10"

5' 0

"5'

58"

5' 5

"64

0"

100t

h95

th90

th

85th

80th

75th

70th

65th

60th

55th

50th

45th

40th

35th

30th

25th

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5557

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3033

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2931

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7.0

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9.7

9.6

9.3

8.9

8.9

8.6

8.6

95th

90th

10.2

9.9

9.8

9.5

9.2

9.1

8.9

8.9

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10.4

10.1

10.0

9.7

9.3

9.2

9.1

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85th

80th

10.5

10.2

10.0

9.8

9.5

9.3

9.2

9.1

80th

75th

10.6

10.4

10.2

10.0

9.6

9.4

9.3

9.2

75th

70th

10.7

10.5

10.3

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9.8

9.5

9.4

9.3

70th

65th

10.8

10.5

10.4

10.1

9.8

9.6

9.5

9.4

65th

60th

11.0

10.6

10.5

10.2

10.0

9.7

9.6

9.5

60th

55th

11.0

10.8

10.6

10.3

10.0

9.8

9.7

9.6

55th

50th

11.2

10.9

10.7

10.4

10.1

9.9

9.9

9.8

50th

45th

11.5

11.0

10.8

10.5

10.1

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9.9

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40th

11.5

11.1

11.0

10.6

10.2

10.0

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40th

35th

11.7

11.2

11.1

10.8

10.4

10.1

10.1

10.1

35th

30th

11.9

11.4

11.3

11.0

10.6

10.2

10.3

10.2

30th

25th

12.0

11.5

11.4

11.0

10.7

10.4

10.5

10.4

25th

20th

12.2

11.8

11.6

11.3

10.9

10.5

10.6

10.5

20th

15th

12.5

12.0

11.8

11.5

11.0

10.8

10.9

10.7

15th

10th

13.0

12.2

12.0

11.8

11.3

11.1

11.1

11.0

10th

5th

13.1

12.9

12.4

12.4

11.9

11.7

11.9

11.7

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9-10

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80th

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7' 6

"7'

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80th

75th

5' 4

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5'11

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6' 8

"7'

7' 6

"7'

9"

75th

70th

5' 3

"5'

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5' 9

"6'

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6' 6

"7'

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7' 4

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70th

65th

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6' 6

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7' 3

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65th

60th

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6' 6

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40th

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5' 3

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40th

35th

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5' 2

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6' 8

"6'

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35th

30th

4' 7

"4'

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5' 1

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5' 8

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6' 7

"6'

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30th

25th

4' 6

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5' 0

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6' 6

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25th

20th

4' 5

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6' 4

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20th

15th

4' 2

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6' 2

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7.3

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6.8

6.5

6.2

6.0

6.0

5.9

95th

90th

7.5

7.2

7.0

6.7

6.4

6.2

6.2

6.0

90th

85th

7.7

7.4

7.1

6.9

6.5

6.3

6.3

6.1

85th

80th

7.8

7.5

7.3

7.0

6.6

6.4

6.4

6.3

80th

75th

7.8

7.6

7.4

7.0

6.8

6.5

6.5

6.3

75th

70th

7.9

7.7

7.5

7.1

6.9

6.6

6.5

6.4

70th

65th

8.0

7.9

7.5

7.2

7.0

6.6

6.6

6.5

65th

60th

8.0

7.9

7.6

7.3

7.0

6.8

6.6

6.5

60th

55th

8.1

8.0

7.7

7.4

7.1

6.8

6.7

6.6

55th

50th

8.2

8.0

7.8

7.5

7.2

6.9

6.7

6.6

50th

45th

8.4

8.2

7.9

7.5

7.3

6.9

6.8

6.7

45th

40th

8.6

8.3

8.0

7.6

7.4

7.0

6.8

6.8

40th

35th

8.7

8.4

8.1

7.7

7.5

7.1

6.9

6.9

35th

30th

8.8

8.5

8.2

7.9

7.6

7.2

7.0

7.0

30th

25th

8.9

8.6

8.3

8.0

7.7

7.3

7.0

7.0

25th

20th

9.0

8.7

8.5

8.1

7.9

7.4

7.1

7.1

20th

15th

9.2

9.0

8.6

8.3

8.0

7.5

7.2

7.3

15th

10th

9.5

9.1

9.0

8.7

8.2

7.6

7.4

7.5

10th

5th

9.9

9.5

9.5

9.0

8.8

8.0

7.7

7.9

5th

011

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9-10

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1'47

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1'26

"1'

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1'20

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1'20

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0th

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1'52

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1'39

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1'34

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95th

90th

2' 9

"2'

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1'57

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1'44

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1'38

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90th

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1'47

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1'40

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85th

80th

2'15

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2' 4

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1'50

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1'42

"1'

41"

80th

75th

2'17

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2' 6

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59"

1'52

"1'

46"

1'44

"1'

43"

75th

70th

2'20

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2' 9

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1'55

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1'46

"1'

45"

70th

65th

2'27

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2'11

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1'57

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1'48

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65th

60th

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2'14

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1'58

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1'49

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60th

55th

2'31

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2'28

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2'10

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8.5

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7.5

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45th

8.6

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7.8

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7.2

45th

40th

8.7

8.4

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7.9

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7.5

7.5

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35th

8.8

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7.8

7.6

7.6

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45th

40th

2'54

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2'24

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40th

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2'30

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35th

30th

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2'38

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31"

2'36

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33"

30th

25th

3' 9

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2'56

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2'44

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38"

2'42

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40"

25th

20th

3'12

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3' 2

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55"

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2'50

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20th

15th

3'18

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18"

3'12

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2'58

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55"

2'57

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55"

15th

10th

3'25

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3'25

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3'11

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3' 8

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10th

5th

3'49

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3'37

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3'29

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6'20

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"0

TESTING

A fitness test battery has an important place in the instructional program ofphysical education. The elements in the AAHPER Youth Fitnass Test attempt tojudge the individue:. efficiency in running, strength, agility, and endurance. Allthese are prime objectives for physical education, and the tests themselves areactivities which are a part of every sound program of physical education.

The items in the AAHPER test battery evaluate both the extent to which anindividual is achieving or maintaining physical fitness and the extent to whichthe physical education program is helping him do this. The test has real valuewhen it is applied correctly in teaching; every effort, of course, should be madeto keep the testing in proper perspective in the total broad program. Followingare some suggestions for using the test in a school system or in local communityplanning for youth fitness.

1. The tests can be used as a means to judge the extent to which a pupil achievesand maintains a standard of physical fitness.

Teachers in a given system may agree to give the tests at certain times in thechild's school experience; for example, in the spring of the sixth, ninth, andeleventh grades. A fitness score can then be placed in the pupil's permanentschool record, along with his IQ and other achievement scores and grades. As thepupil progresses in school, teachers may use this score as a guide in planning theprogram and counseling in physical education activities. In this way, continuedstress can be placed on helping pupils maintain and increase their physical fitnessthroughout their school experience regardless of a change in school or teachers.Teachers can also give the tests at the beginning and end of each semester or yearfor evaluation of their particular program and for evaluation of a pupil's progressand improvement during that year.

2. The tests can be used as one means of studying the strength and weakness ofthe curriculum and program in physical education in terms of achieving thephysical fitness goals.

As each item in the test battery measures a different skill, failure of pupils toperform efficiently in certain tests would be cause to examine closely the pro-gram activities offered.

3. The tests can be used to counsel students into a program based upon theirneeds. Children are interested in personal achievement; understanding the fitnesstest battery will be an added incentive toward achieving physical fitness.

5 59

Each pupil is fundamentally interested in personal achievement and in reach-

ing a degree of success in school activities. Physical status is no exception.Understanding his performance levels in the test battery can help a pupil visua-

lize and realize his achievement; he can better appreciate his physical strengthsand weaknesses. Through the use of the Personal Fitness Record, which includesa Profile Record Form to cover repeated testings, each pupil can study theresults of his own achievement and his own improvement. With the help of theteacher, plans can be made and activities provided to help the pupil improve hisperformance in the tests. Such individualization helps the pupil better under-stand the goals of physical education.

4. The tests can be used to interpret 'o the administration, the purpose and value

of the physical education and recreation program.

A test battery which includes many items from the broad program of physicaleducation is a means of evaluation which can help to interpret the program, itsobjectives, pupils' needs, and class time needed. A testing program properlycarried on in a school can help to give physical education the status and standingit rightly deserves in the school program.

5. The tests are a means of interpreting to lay groups the meaning and value of

physical education in schools.

The battery of tests developed by the AAI-IPER presents an objective measure

of physical fitness which can be easily understood by parents and laymen.Encouraging pupils to practice the tests at home gives the parents an oppor-tunity to learn about them and about the reasons for the physical educationprogram. A demonstration of the tests makes an excellent PTA program. Thetests serve a similar purpose for those community groups serving the needs ofyouth.

6. The tests serve as a means of motivation for pupils to improve and maintain

fitness.

Physical activities which will help maintain fitness should be introduced intothe daily schedule, and some type of motivation is needed to help young peoplewant to keep in good condition. Introduction of a fitness test battery in thephysical education instruction program is a valuable means of interesting youthin performing and practicing these activities. Various types of recognition orawards for achieving success in the tests, such as emblems or certificates, canserve to increase and hold interest. (See page 11.)

6053

RECORDING FORMS

PERSONAL

FITNESS RECORD

Name Grade

School

FITNESS FOR YOUTH

FITNESS FOR YOUTH

AAHPER YOUTH FITNESS TEST

AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION

1201 - 16th Street, N. W.Washington, D.C.

59 61

Age (in months)

Height (in inches)

Weight

Sum of Exponents*

Class*

PERSONAL DATA

Trial 1 Trial 2

Exponent Exponent*

Pull-Up (Boys)

Flexed Arm Hang (Girls)

Sit-Up

Shuttle Run

Standing Broad Jump

50-Yard Dash

600-Yard RunOptionals

Trial 1 Trial 2

Date Date

Score Percentile* Score Percentile*

* See tables in AAHPER Youth Fitness Test Manual.

62

60

PROFILE RECORD

rnCa

Qx

3a. o_

C

2

E 2C

C3

g

-12;1;0

>- 2 .46 :2

(3.

100

95

90

85

80

75

70

65

60

55

50

45

40

35

30

25

20

15 t

10

5

Plot your personal graph using the information on opposite page.Use a different color for each trial.

61 63

HOW TO RECORD YOUR SCORE

This is your individual fitness record, prepared so you may know your ownperformance and work to improve your score. Keep these records each year, sothat you can see your progress. You can also compare your score with the scores

of other students in your own school and in schools throughout the United

States.

1. There are places to record your scores on two trials. Take the two tests at

least 3 to 4 months apart.

Record your age to the nearest month, your height in inches, and your

weight in pounds.

3. As you take each test, record your score in the space provided. Use theappropriate tables in the AAHPER Youth Fitness Test Manual (RevisedEdition 1976) to find your percentile score. Enter this percentile score.Your percentile score tells you where you stand in relation to otherstudents. For instance, if your score was the 60th percentile, you scoredhigher than 60 percent of the students in your classification.

4. Plot a chart of your fitness on the graph by placing a dot on each line atthe percentile you scored on each test. Connect the dots with straightlines. The heavy black line at the 50th percentile shows the average. Usedifferent color pencils to plot your two scores. Indicate the date of each

trial.

TO IMPROVE YOUR FITNESSIf you want to improve your score, you should ask your physical education

teacher to help you plan a program of activities in connection with your physical

education classes and outside of school.

64

62

CUMULATIVEFITNESS RECORD

THIS FORM is for recording information on the physical fitness of the indivi-dual pupil. It should be kept as part of the pupil's personal file, so that it will beavailable for use by the guidance counselor, school nurse, and school physician,as well as for use by the physical education teacher.

Space is provided for recording two performances each year on the six-itemAAHPER Youth Fitness Test. This Cumulative Fitness Record covers the 5thgrade through the 12th grade, since there are national norms for these grades.

INSTRUCTIONSI. Record age to nearest month, height in inches, and weight in pounds at the

time the test is administered.

2. Administer each test item as directed in the AAHPER Youth Fitness TestManual, and record the raw scores in the space provided. Find the percentileranking in the age tables. Enter the percentile score on the record.

3. Plot the profile chart each time the test is given, recording the percentilescores and connecting the dots with straight lines. Use different colors for thetwo tests, and indicate a key to the colors used.

4. Keep in mind that there is no passing or failing on the six test items. The 50thpercentile shows national average performance (norm).

5. Individual progress on each test item over the years may be recorded on thecharts found on the back of this form. These are recorded in terms of actualperformance instead of in percentiles,

FITNESS FOR YOUTH

AAHPER YOUTH FITNESS TEST

AMERICAN ALLIANCE FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION

1201 - 16th Street, N. W.Washington, D. C.

6563

CUMULATIVEFITNESS RECORD

NAME

LAST FIRST MIDDLE

GRADE 5 A 7 11

DATE

TEST 1 1137 2 MT 1 TEST 2 7112 1 TEST 2 TEST 1 TEST 2

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AGE U.MMOOI

OUGHT r...0.0

011621 Iwno4.)

SUM OP EXPONENTS

CLASS

COMPONENTRAW

SCOURERUN.

TILE

RAWSCORE

PEKIN-T112

RAWSCORE

PERM-T112

RAWSCORE

PEKIN.1112

RAWSCORE

!WIN.TICE

RowSCORE

PEKIN-1712

RAWSCORE

PEKINTill

RAWSCORE

MGM.111Z

ritt.1.t420.AI M NANO PUP

UTUPmwwww, ...Rm.

50

SmUTTLE RUNI o...e..I .........mw

SR

STANDING LONG JUMPHai pcnval

II

30.TA10 DASTI11REOTARO NUN*1

Optionals: 9minute run12-minute run

PROFILE-5th I PROFILE-6th I PROFILE-7thI

PROFILE-8th I

Ill SU 31 Si 30 5 10100

90

90

70

60

50

40

20

20

10

66

100

90

80

70

60

50

40

30

20

10

PU SU SR II 30 ST

111111

mumENMB.MINIMMONINO

100

90

90

70.

60

50

40

30

20

10

0

PU St/ S. II SO 37 Rw Ill SU SR Si

90

80

70

60

50

40

30

20

10

0

SO ST Ow

GRADE IP 10 11 12

PATE

MT I TUT 2 MT 1 71ST 2 TUT 1 TIST 2 Tilt 1 T1ST 2

AF.."--VW.

7.---.0. ItIsl..

rati 'lop,

MO.12P.

.. .0.Ifs.

111,7,- r"

IXIL7 -0. . "

EXP,i 07 I i'

1XP,

AGE 1....)

NOGNT 1...100

wliONT 1.....,451

SUM 00 LEPONINTS

CLASS

COMPONENT RAWSCOW!

PIICINTilt

AWSCOT!

PEKIN.Till

SAWSC0111

PIICIN,Till

MP,SCOW

PIICIN.TILE

RAWSCOW

PIICINMt

RAWSCORE

PIICINTILE

SAWSCOW

PEKINTILE

SAWSCOT!

INECINTILE,

PULLUP/11.2X10Aast NANO1.ren ......)

SIT-UP,*1.....i .... L

Slum! nun,......4.5.1 NO.,

STANDING LONG JUMPGPI IN/Poe)

SO PAID OA1Np......0

6410.1,00 RUNo,./0......1

Optionals: 1.mile, 9.minute run12.minute run

PROFILE-9th I PROFILE-10th I PROFILE-11th I PROFILE-12thIII 1U 10 Ii 5 1 liv PU ID 10 0/ 50 11 OW U IU 10 Ii 50 1 115v . IU 10 II 50 IT liv100 100 100 100

90 90 90 90

10 10 SO 10

70 70 70 70

60 60 60 60

50 50 50 50

40 AO AO 40

30 30 30 30

20 20 20 20

10 10 10 10

0 0 0 0

67

PU

Et

AO

SW

Grode

No

38

34

30

26

22

IS

14

10

6

2

0Geode 6 7 1 9 10 11 12

Sec

80

70

60

50

40

30

20

10

0Geode 5 6 7 8 9 1011 12 Grode 5 6 7 8 9 1011 12

SIT-UP

No.

60

55

50

45

40

35

30

25

20

15

10

5

PULL -UP BOYS FLEXED-ARM HANG: GIRLS

5 6

144

132

120

108

96

84

72

60

30

24

7 1 9 10 1 1 1 2 Grode 5 6 7 3 9 10 /1 12

SHUTT E RUN STANDING LONG JUMP

Sec

5

6

7

9

2

3

6

Grode 5 6 7 1 9 10 /1 12

50-YARD DASH

Sec

80

100

120

140

160

180

200

220

240

260

280

300Gro-le 6 7 8 9 10 11 17

600-YARD RUN

1mile or 9-minute run11/2-mile or 12minute run

INSTRUCTIONS

Individual progress on each item of the AAHPER fitness teatmay be recorded on these charts for each grade from 5 through12. Place a dot (-I on the vertical line representing the pupil'sgrade in school at the point representing his best performancefor the year. Note that the charts are for both boys and girls.with the exception of Pull -Ups.

After scores for two or more years are recorded, the dotsshould be connected by straight lines. Thus, the pupil's per-formance on each tent item may be seen at a glance.

If it is desired to record the results of the two tests for eachYear, rather than the second test only. different colors may beused and a key to the color may be indicated at the top of this

page

68 66

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111111111111111111 11111111111111

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IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII1111111111111111111111111111111111

. 111111111111111111111111111111111

' 1111111111111111111111111111111111

IIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIII. :

111111111111111111111111111111111

1111101100111111111111HIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII111111111111111111M111111111111

1111111111111111111M11111111111

11111111111111111111111111MM!

1 1001111111111111110

APPENDIX

68

CU

PA

RT

ICIP

AT

ING

SC

HO

OLS

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D P

ER

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NN

EL

IN 1

974-

75 T

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nes,

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ecto

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sica

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ipal

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wor

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FITNESS MATERIALSTEST MATERIALS

AAHPER YOUTH FITNESS TESTMANUALA revised edition of the 1975manual, with new norms based on anational survey sponsored by a

grant from HEW. In addition to theseparate norms for boys and girls,an added feature of this revisedmanual is the inclusion of a new setof optional norms which combinethe test results for boys and girlsinto a single set of norms. Designedto test basic physical componentsof fitness through performance, themanual is illustrated with drawingsand contains complete instructionsfor administering the six test items

shuttle run, standing broad jump,50-yard dash, flexed-knee sit-up,600-yard run-walk (with options atvarious grade levels), and pull-upsfor boys, flexed arm hang for girls.Rev. 1976. 96 pp. (242-25826).

PERSONAL FITNESS RECORDForms for each pupil taking test.Rev. 1975. (242-06752)

CLASS COMPOSITE RECORDForms for recording test data forthe class. Rev. 1975. (242-06754)

CUMULATIVE FITNESS RECORDForms for recording individualachievement profile for 8 years(grades 5-12). Rev. 1975.(242-06756)

FITNESS KIT #3Sample of Fitness Test Manual,Personal Fitness Record, Cumula-tive Fitness Record, and Class Com-posite Record. (242-06794)

INTERPRETIVE MATERIALS

EXERCISE AND FITNESSSuggestions for maximum enjoy-ment and benefit from exercise andother components of fitness foreffective living 1964. 12 pp.(242-07138)

YOUR CHILD'S HEALTH ANDFITNESSReview of the what and why ofphysical fitness. Written for parentsas well as teachers, it is available inquantity for distribution to parentsby the students or at parent-teachermeetings. 16 pp. (242-06774)

SPECIAL FITNESS AWARDSFOR THE MENTALLY RETARDED

AAHPER's newest award program,sponsored jointly with the JosephP. Kennedy Jr. Foundation, pro-vides for special fitness awards formentally retarded children. Eligi-bility for the awards is based onachievement in tests of physicalability utilizing a modified versionof the AAHPER Youth FitnessTest.

Application for the awards may bemade through a school, institution,community recreation program,camp, association, or by parents.For a brochure describing theawards program, eligibility require-ments, and testing procedures, writeAAHPER, 1201 16th St., N.W.,Washington, D.C. 20036.

82 87

FITNESS LISA

AAHPER

FITNESS USA

%MS MEMAAHPER

FITNESS AWARDSAWARD EMBLEMS

SENIOR EMBLEMSFor senior high school ages boysand girls (grades 10-12).

STANDARD EMBLEMFor boys and girls who equal orexceed 50th percentile.Triangular. (242-25514).

MERIT EMBLEMFor boys and girls who equal orexceed 80th percentile.Triangular. (242-25520).

JUNIOR EMBLEMSFor junior high school ages boysand girls (grades 7-9).

STANDARD EMBLEMFor boys and girls who equal orexceed 50th percentile. Square.(242-25512).

MERIT EMBLEMFor boys and girls who equal orexceed 80th percentile. Square.(242-25518).

ELEMENTARY EMBLEMSFor elementary school age boys andgirls (grades 5 and 6).

STANDARD EMBLEMFor boys and girls who equal orexceed 50th percentile. Round.(242-25514"

MERIT EMBLEMFor boys and girls who equal orexceed 80th percentile. Round.(242-25516).

INSTRUCTOR'S EMBLEM(242-25522).

03

ACHIEVEMENT BAR PATCHESWorn with emblems to denote re-peated test achievement.

2-Star (242-06824).3-Star (242-06826).4-Star (242-06828).

FITNESS KIT #1Sample of each emblem, bar patch,and certificate. (242-26790).

AWARD CERTIFICATES

ACHIEVEMENT AWARDSOfficial standard certificate forboys and girls attaining 50thpercentile on the AAHPERYouth Fitness Test. 8 x 10 in.,suitable for framing or mount-ing. Elementary (242-06796);Junior (242- 06798); Senior(242-06800).

PROGRESS AWARD CERTIFI-CATE(f or Physically Limited)(242-06802).

GOLD MERIT SEAL (forAchievement Award Certificateonly) (242-06806).

CERTIFICATE OF RECOGNI-TION (for Administrators, Insti-tutions, etc.) (242-06804).

FOR ORDER INFORMATIONAND PRICE LIST WRITE:AAHPER1201 Sixteenth Street, N.W.,Washington, D. C. 20036

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PRESIDENTIAL PHYSICAL

FITNESS AWARD

The Presidential Physical FitnessAward is the highest award givenfor performance on the AAHPERYouth Fitness Test. Winners of theaward receive a certificate suitablefor framing, a decal, and an emblemdesigned for wear on jackets,sweaters, and blazers.

The Award certificate is handsome-ly printed in gold and black, andbears the President's signature, thePresidential seal, and a congratu-latory message.

The Award emblem is three inchesin diameter and embroidered ingold, red, white and blue.

The Award decal, added to theprogram in 1974, is the same sizeand color as the emblem. It isdesigned for use on text and note-books, walls, luggage, bulletinboards, etc.

All schools and youth groups in theUnited States which have qualifiedphysical education and/or physicalfitness personnel are welcome toparticipate in the program. Thisincludes all public, private andparochial schools and school dis-tricts, YMCAs, YWCAs, boys'clubs, recreation departments, Jew-ish Community Centers, and organi-zations representing churches,schools, PTA units, neighborhoods,and similar youth-serving groups.

STATE CHAMPION AWARD

The State Champion Award wasestablished in 1972 to give recogni-tion for outstanding school achieve-ment in physical fitness.

The award is presented annually tothe school in each state which hasthe largest percentage of studentsqualifying for the PresidentialPhysical Fitness Award.

The winning school in each statereceives a distinctive award plaqueand certificate, plus statewideeven national recognition. And,every student who helps his schoolwin receives a State ChampionT-shirt.

Both the Presidential Physical Fit-ness Award and State ChampionAward programs are cosponsoredby the President's Council on Physi-cal Fitness and Sports and theAmerican Alliance for Health,Physical Education and Recreation.

For further information and application forms, please write AAHPER,1 201 16th St., N.W., Washington, D. C. 20036.

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