Fitnessgram, Assesment and

Standards Based Instructional Design

Los Angeles Unified School DistrictDivision Of Instruction

Physical Education Programs Office

Disguising Fitness• Dynamic Warm-up• Aerobic capacity• Upper Body Strength• Lower Body Strength• Flexibility

Pre test• To give us evidence of participant

learning• Formative assessment of our

instruction

Goals and Objectives for Today• Proper test administration• Recommended Assessment Protocol• Principles of Fitness

– Overload– Progression

• FITT formula– Frequency, Intensity, Time and Type

• Use of assessment to drive instruction– Assessment tool before planning lesson

Standards Based Instructional Design• What do content standards mean to

you?• Write down the steps you know in

creating a standards based lesson.• List the major differences between

non-standards based and standards-based planning for instruction

What Physical Education Content Standards Can Do For Us…• Clearly define what students should be

learning and achieving at each grade level.

• Describe what teachers are expected to teach at each grade level as opposed to teaching what they like best.

• Provide accountability for Physical Education and guidance for the development of curriculum.

• Students mark is only determined by their ability to meet the grade level standards

S4 1 of 4

Traditional Practice

Select a topic to teachDesign instructional

activitiesDesign and give test or

assessmentGive grade or feedbackMove onto new topic or unit

S8 1 of 2

SBID Process

Over arching standards K-81. Demonstration of motor skills2. Knowledge of movement concepts3. Assess and maintain fitness4. Knowledge of fitness concepts5. Demonstrate and utilize knowledge of

psychological and sociological concepts.

Over arching standards 9-121. Demonstrate knowledge and

competency in motor skills2. Achieve a level of physical fitness for

health and performance while demonstrating knowledge of fitness concepts

3. Demonstrate knowledge of psychological and sociological concepts

Pacer Lesson - Select a standard• Grade 5, 3.8 Assess health-related

physical fitness by using a scientifically based health-related fitness assessment.

• Verb – Assess• Content – health-related physical fitness

by using a scientifically based health-related fitness assessment

Select or Create Assessment Tool• Using verb and content design

assessment tool• Select your sorter• Create the criteria for

competence• Designate is it formative or

summative

Create the learning opportunities• Equipment needs• Facilities• Extended learning• Peripherals• Feedback• Practice opportunities

Principal of progression• Gradual increase in the level of

exercise that can be manipulated by increasing the frequency, intensity, time or combination of all three.

• Improving fitness is an ongoing process.

• Progression refers to how people should increase the overload.

Principle of overload• Overload principle states that a body

system must perform at a level beyond normal in order to adapt and improve physiological function and fitness.

• Increase frequency, intensity, or duration (time) of an activity.

• Overload stresses the physiology of the body and it must follow with proper rest.

Why ?

Fitnessgram for Lifetime Fitness Education(Health-Related) Fitness Components•Aerobic Endurance•Flexibility•Muscle Strength•Muscle Endurance•Body Composition

Philosophy…for Educators• Health-Oriented

– Healthful level of physical fitness

– Criterion referenced vs Norm referenced

Philosophy…for Educators• Educational

– Linked to state standards

– Teaches students how and why

– Educational progression

– Used as a learning tool

– Infused into an existing curriculum

Criteria Referenced Testing• Aerobic capacity

– Heart disease• Flexibility

– Low back– Shoulder impingements

• Muscular Strength/Endurance– Osteoporosis– Low back problems

• Body Composition– Cancer, Diabetes, Hypertension, etc.

Field Test Categories• Aerobic Capacity• Flexibility• Muscle Strength• Muscle Endurance• Trunk Lift• Body Composition

F.I.T.T. Formula• Frequency

• Intensity

• Time

• Type

Aerobic Capacity Assessments• Walking test

– 13 years or older– Walk only with heart rate– Most valid

• PACER– Progressive, Aerobic, Cardiovascular

Run– All students

• Mile Run/Walk– Run/Walk the mile as fast as possible– Least accurate unless highly motivated

Aerobic Capacity One-Mile Run – record minutes and

seconds– PACER – record total number

of laps– Walk Test – record minutes

and seconds plus 15 second heart rate

F=5-6 Days per weekI =MVPA, RPE (7-10)(12-16)T=30-60 daily, 20 min per sessionT=1st 3 levels of activity pyramid,Large muscle groups rhythmic

fashion.

FlexibilityFlexibility (Shoulder stretch requires no equipment, back saver requires a measuring device)•Back Saver Sit and Reach: record number of inches on each side•Shoulder Stretch: record “P” if students completed task or “F” if unable to complete task

•F=2-3 days per week•I =Mild discomfort, slow elongation•T=Always warm body, 10-30 seconds•T=Controlled stretching, all muscles

Muscular Strength and Endurance• Trunk Lift

– Required– Number of inches chin is above the floor– Straight line from mastoid process to hip– Best to administer on elevated platform

like school stage• Curl-Up

– Required– Must use cadence– Record number of curl-ups completed

Muscular Strength and Endurance• Upper Body Strength and Endurance

– Push-up: Record number completed

– Modified Pull-up: Record number completed

– Flexed Arm Hang: Record seconds completed

Lessons in the gym• Curl-up• Push-up• FITT formula for strength training

– Frequency, 2-3 times per week non consecutive days

– Intensity, to muscle failure– Time, 6-15 repetitions– Type, major muscle groups

Body CompositionBody Mass Index•Height/Weight – record inches and pounds•No shoes•Emotionally safe environment•Light clothing on test day

Assessment Protocol• If a student has missing data, the

answer document should indicate whether there is partial data or if the student was not tested. One of the following reasons should be selected:

– Absent on test day and all make up sessions

– Waiver granted by State Board of Education

– IEP/Special Needs– Extraordinary circumstances– Medical excuse

The Fitness Assessment Protocol1. Instruction-Concepts &

Tests Why is it important?

What does it measure?How to administer?How to practice?

2. Assessment-Fitness Allow students to test one another if possible and self assess.

3. Planning Program

Evaluate results, interpret results, assist students to set goals and create improvement planMethods to use in developing each area

4. Tracking ActivityClass time to work on their

goals, promote regular physical activity habits, promote FUN fitness activity

5. ReassessmentPeriodic assessmentEvaluate plan, is it working?

6. Revision Reflect, revise or refine

Importance of quality assessment

Website Physical Education Programs http://achieve.lausd.net/pe

Teachers-CA Standards (Formerly Common Core SS) sample lessons-Scope and Sequence-Instructional Guide- Sample Units and Lessons

Resources - Elementary-Elementary Physical Education Monitoring - CAL 200 Forms (writeable format)-Sample Bell Schedules-Bulletins-Curriculum

Grants-PETIP Application-Marathon Kids Program

Post test• Good luck• Survey http://bitly.com/phed1024• Don’t forget to sign out

Contact InformationPhysical Education Programs Office:

Dr. Janice Collins, AdministratorJanice.Collins@lausd.net(213) 241- 4134

Chad Fenwick, Physical Education AdvisorChad.Fenwick@lausd.net(213) 241 – 4556

Adriana Valenzuela, Physical Education AdvisorAdriana.Valenzuela@lausd.net(213) 241- 2575