9-12 Physical Education Personal Physical Fitness Plan (6/04) 1. Name: Date:

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1 9-12 Physical Education Personal Physical Fitness Plan (6/04) 1 Name: Date: Student Directions 1. Participate in a fitness test. 2. Follow the directions for completion of Recording Sheet for Fitness Information. 3. Record the results or the teacher will record results of each sub-test in the appropriate space on the recording sheet (page 3). 4. Assess fitness level for each health-related component based on the healthy fitness zones during the class time. 5. Complete the table at the bottom of page 3 based on the results of the fitness test you participated in. 6. You may use any handouts and or resources to help with the recording of fitness scores, goal setting, action planning and activity log. These resources cannot be shared with any other student during the completion of the goal setting and action-planning phase. 7. Answer question #1 on the goal setting and action planning sheets (page 4) regarding behaviors that will enable you to successfully complete your twoweek activity log. Tell why the behavior changes are necessary. 8. Utilizing the goal setting and action planning sheets (page 5), develop a goal for the cardiovascular endurance component. 9. Write an action plan (pages 5) (step by step of how you are going to reach your goal) for the cardiovascular endurance goal. 10. Complete the application of the principles of training (page 5). 11. Utilizing the goal setting and action planning sheets (page 6), develop a goal for a health-related fitness component of your choice. Choose from flexibility, muscular endurance or muscular strength. 12. Write an action plan (page 6) (step by step of how you are going to reach your goal) for your chosen health-related fitness component. 13. Complete the application of the principles of training (page 6). Be specific regarding overload for the principles of training segment.

2 9-12 Physical Education Personal Physical Fitness Plan (6/04) 2 Name: Date: 14. The Personal Physical Fitness Plan may need to be flexible regarding the weather and must be noted on the activity logs (pages 7 and 8). 15. Complete the activity log for week 1 and week 2 (in or out of class, or combination of the two depending on the teacher s expectations) that must include: a. Name of activity (if you choose stretching, specific stretching exercises, such as hamstring stretch, should be included on your action plan. b. Activity participation time c. Intensity level check pulse rate for moderate or vigorous participation d. Be specific about overload descriptions (column on the activity log charts) 16. Students will pass in the following: a. Fitness Test Recording Sheet b. Goal-Setting and Action Plan Sheets c. Activity logs for two weeks

3 9-12 Physical Education Personal Physical Fitness Plan (6/04) 3 Recording Sheet For Fitness Information Name: Date: Directions: Place a check in each box as each step is completed. 1. Circle the fitness test you participated in (found below in the bold). 2. Shade in the box of the tests you completed under each heading. 3. Fill in your fitness scores on the lines provided making sure you indicate the unit of measurement (centimeters or inches). 4. Circle the yes or no indicating if the score is in the healthy zone or not. 5. Complete the chart for personal strengths/areas of improvement. 6. Write your age on the line provided: Test Used: Fitnessgram President s Challenge(health fitness portion) Brockport Flexibility Sit & Reach V-sit reach Shoulder Other Cardiovascular Endurance 12 minute run 1 mile run Pacer Other Muscular Strength Push-ups Pull-ups Flexed arm Other Muscular Endurance Ab curls Other Body Mass Index (Optional) % body fat body mass Other Score Healthy Zone: Yes No Score Healthy Zone: Yes No Score Healthy Zone: Yes No Score Healthy Zone: Yes No Score Healthy Zone: Yes No Personal Strengths Areas To Improve

4 9-12 Physical Education Personal Physical Fitness Plan (6/04) 4 Name: Date: Goal Setting and Action Plan Sheets 1. Provide specific examples of behaviors that may need to change during the two weeks of activity that will enable you to improve and or maintain levels of fitness. Tell why these changes are necessary.

5 9-12 Physical Education Personal Physical Fitness Plan (6/04) 5 Name: Date: 2. a. Develop a goal and an action plan to improve your cardiovascular level of fitness. b. Write your specific action plan (step by step on how to reach your cardiovascular goal). c. Complete the application of the principles of training directly related to the cardiovascular component. CARDIOVASCULAR ENDURANCE GOAL: Action Plan (step by step): Application of Principles of Training to Cardiovascular Endurance Goal: Specificity: Progression: Frequency: Intensity: Time: Type: Cardiovascular Endurance Overload:

6 9-12 Physical Education Personal Physical Fitness Plan (6/04) 6 Name: Date: 3. a. Choose one other component (flexibility, muscular strength OR muscular endurance) to maintain or improve. b. Develop a goal for this component. Write your specific action plan (step by step on how to reach your chosen goal). c. Complete the application of the principles of training directly related to the chosen component of fitness. CHOSEN COMPONENT: GOAL: Action Plan (step by step): Application of Principles of Training for Chosen Goal Specificity: Progression: Frequency: Intensity: Time: Type: Overload:

7 9-12 Physical Education Personal Physical Fitness Plan (6/04) 7 Activity Log Name: Date: Week 1 Components: C = cardiovascular F = flexibility ME = muscular endurance MS = muscular strength Day Activity Component Time Intensity Low Medium High Monday Overload Tuesday Wednesday Thursday Friday Saturday Sunday

8 9-12 Physical Education Personal Physical Fitness Plan (6/04) 8 Activity Log Name: Date: Week 2 Components: C = cardiovascular F = flexibility ME = muscular endurance MS = muscular strength Day Activity Component Time Intensity Low Medium High Monday Overload Tuesday Wednesday Thursday Friday Saturday Sunday

9 9-12 Physical Education Personal Physical Fitness Plan (6/04) 9 SCORING GUIDE Personal Physical Fitness Plan 9 12 Physical Education Content Standard and Performance Indicator A. Physical Fitness 1. Design and implement a personal fitness program based on an accurately assessed fitness profile applying the principles of training. Sources of Evidence: Goal Setting and Action Plan Sheets 1 attempted demonstration (does not meet standards) Goal sheet attempts to set fitness goals. Action plan is incomplete with inaccuracies. AND/OR The principles of training are not applied. The action plan is not implemented as evidenced by an incomplete activity log. 2 partial demonstration (partially meets standards) Goal sheet sets attainable fitness goals, which are supported by action plans. The principles of training are partially applied. The completed activity log is implemented for 3-4 days per week over a two-week span and there are inaccuracies in implementing the action plan. 3 proficient demonstration (meets standards) Goal sheet sets attainable fitness goals, which are supported by appropriate action plans. The principles of training are accurately applied. The completed activity log is implemented for 5 days per week over a two-week span and is consistent with the action plan. Activity Log NS is considered a score and is assigned to student work for one of the following reasons: No evidence is available no response, blank Student work is illegible Student work is completely off task 4 sophisticated demonstration (exceeds standards) Goal sheet sets attainable fitness goals, which are supported by appropriate and detailed action plans. The principles of training are accurately applied. The completed activity log is fully implemented for 6-7 days per week over a two-week span and is consistent with the action plan.

10 9-12 Physical Education Personal Physical Fitness Plan (6/04) 10 SCORING GUIDE Personal Physical Fitness Plan 9 12 Physical Education Content Standard and Performance Indicator A. Physical Fitness 4. Demonstrate the knowledge, skills and behaviors needed to maintain or modify levels of fitness. 1 attempted demonstration (does not meet standards) Student attempts to demonstrate the knowledge AND/OR skills AND/OR behaviors needed to maintain or improve levels of fitness. 2 partial demonstration (partially meets standards) Student partially demonstrates knowledge, AND/OR skills AND/OR behaviors needed to maintain or improve levels of fitness. 3 proficient demonstration (meets standards) Student demonstrates an accurate understanding of knowledge, skills and behaviors needed to maintain or improve levels of fitness. 4 sophisticated demonstration (exceeds standards) Student demonstrates an in-depth understanding of knowledge, skills and behaviors needed to maintain or improve levels of fitness. Sources of Evidence: Goal Setting/Action Plan Sheets and Activity Log NS is considered a score and is assigned to student work for one of the following reasons: No evidence is available no response, blank Student work is illegible Student work is completely off task

11 9-12 Physical Education Personal Physical Fitness Plan (6/04) 11 My Personal Physical Fitness Plan Assessment Notes Revised 6/14/04 Grade Span: 9-12 Assessment Type: Maine Learning Results: A1, A4 Standard A: Physical Fitness Students will acquire the knowledge needed to be physically fit and take part in healthful physical activity on a regular basis. Performance Indicators: 1. Design and implement a personal fitness program based on an accurately assessed fitness profile applying the principles of training. 4. Demonstrate the knowledge, skills and behaviors needed to maintain or modify levels of fitness. Assessment Summary: Students will participate in physical fitness testing. Students or teachers will record results from fitness testing on the recording sheets. Utilizing the healthy fitness zones established by the chosen fitness test, students will assess their fitness levels for each subtest (flexibility, cardiovascular, muscular strength, muscular endurance and body mass) and determine if their levels are in the strength or area of improvement category. Students will write personal goals for one required health-related component of fitness and one of their choices and develop an action plan with those goals. Students will keep an activity log for two weeks recording the following: name of activity, activity participation time, the intensity level (check pulse rate for moderate or vigorous participation and overload for each of the days activity or activities). Students will organize My which will include: Fitness Test Recording Sheet Goals and action plan sheets applying the principles of training, which must be completed in class. Activity Log for two weeks, which may be completed, in or out of class or a combination of in and out of class. Review the scoring guide with students.

12 9-12 Physical Education Personal Physical Fitness Plan (6/04) 12 Materials/Resources: Health-related criterion-referenced fitness test such as: Brockport Fitnessgram Health Fitness component of the President s Challenge Fitness equipment related to each sub-test of the fitness test Materials for each sub-test of fitness test Healthy Zone Charts based on age for students to use for scoring the results of specific fitness tests Pen/pencil Target zone chart for pulse rate Teacher designed handouts Suggested Timeframe: Three to four class periods of 45 minutes for fitness testing, goal setting and action plan. Two weeks in and or out of class participation for activity log. Suggestions for Prior Instruction: Purpose of Fitness Testing Familiarity with the components of the fitness test being administered Basic concepts of fitness development Proper usage of fitness equipment Interpreting healthy zone charts Goal setting process along with establishing and writing an action plan Principles of training :specificity, progression (FITT falls under progression principle), and overload Knowledge and skills related to maintaining or improving levels of fitness Prior instruction on test items, what each sub-test measures and how test will be administered Vocabulary terms (see teacher notes) Target zones for pulse rate REVIEW THE SCORING GUIDE WITH STUDENTS

13 9-12 Physical Education Personal Physical Fitness Plan (6/04) 13 Teacher Resource Sheet Purpose of Physical Fitness Assessment: The goals of a comprehensive physical education program include teaching students the components of fitness, how to assess their individual fitness levels and how to develop a fitness plan based on personal goals. Students, who know the health-related fitness components will be more likely to develop healthy enjoyment patterns of physical activity, stay physically fit and active in adult years. Vocabulary Terms Components of Health-related Fitness Body Mass Index combined amount of lean mass and fat weight in body. Cardiovascular endurance ability of the heart, lungs and muscles to carry and use oxygen in order to perform continuous, rhythmic exercise and sustained for at least minutes. (Students must be in the training zone for at least minutes.) Cardiovascular endurance may encompass muscular endurance and an example of this would be cycling. Other examples of cardiovascular would be jogging for minutes, aerobic exercise, and using a stair master machine. Flexibility able to bend, stretch and twist within the full range of motion. Examples of flexibility would be any type of stretching used during warm-up or cool down. Muscular endurance being able to repeat a movement with the body or an object. Examples would be hiking a long distance and doing multiple repetitions with weights. Muscular strength ability to move your body or an object. Muscular strength involves a burst of energy that enables a student to move the maximum amount possible. Examples of activities include weight lifting and any activities that provide the body muscles with resistance. Principles of Training Vocabulary Terms Specificity exercises that influence only the muscle groups that are actually involved. Progression making gradual increases in frequency, intensity and time/duration and type (FITT principle). To help students understand use this question What do you change when you progress? (F)requency do the activity more times per week or per day. (I)ntensity do the activity faster(check pulse rate to determine intensity) or with greater resistance(amount of weight that is lifted). (T)ime do the activity longer or more repetitions or sets. (T)ype fitness component the activity relates to.

14 9-12 Physical Education Personal Physical Fitness Plan (6/04) 14 Overload the muscle group must be worked above its normal operating level in order to obtain a training effect (increase in strength or endurance). PRIOR INSTRUCTON Purpose of Fitness Testing Familiarity with the components of the fitness test being administered Basic concepts of fitness development Proper usage of fitness equipment Interpreting healthy zone charts What is a goal? Difference between short term and long term goals Explain this to students: Even though this is a two week plan, the goals you set may not be intended to be met during this timeframe. Goal setting process along with establishing and writing an action plan Writing an action plan key components Principles of training (specificity, progression, and overload) provide students with a vocabulary sheet Knowledge and skills related to maintaining or improving levels of fitness Prior instruction on test items, what each sub-test measures and how test will be administered Principle of training and health-related components of fitness vocabulary terms (see teacher notes) Definitions to use for intensity Low intensity = 60% or low end of the training zone Medium intensity = 70% or middle of the training zone High intensity = 80-85% or the upper end of the training zone Target/training zones for pulse rate REPLACEMENT NOTE: Task can be used again for Standard A, indicators1 and 4, but must focus on the other two components. More instruction is needed prior to the replacement taking place. Please check the website for assistance with modifications and accommodations for students:

15 9-12 Physical Education Personal Physical Fitness Plan (6/04) 15 Teacher Directions Select a health-related criterion referenced fitness test using the most current copyrighted version available. Follow the specific instructions and procedures of the test to ensure valid and reliable results. o Fitness gram if this is used you can provide the students with the printouts from Fitnessgram o Presidential Fitness Health Fitness Test which is a part of the President s Challenge o Brockport (Special Needs population) Students participate in 4 components of the fitness test. Body mass index is optional. Check for students with IEP s for modifications. Students will record test results on Recording Sheet OR teachers may record the student data to reduce the cheating factor. Teachers may choose to do the fitness testing one test at a time to observe performance and data recording. Students will assess their personal fitness level in each health-related area of fitness based on the healthy fitness zones by completing the table on page 3. Students will develop two personal fitness goals on the Goal and Action Plan Sheets for two of the health-related components. The cardiovascular endurance component is required and the other component is one of student choice. This must be completed in class. Collect the goals and action planning sheets to check for appropriateness and accuracy. After checking, pass the sheets back to students. Stress to students: the goal and action plan sheets must be followed during the implementation of the two-week activity log. For example: if the goal and action plan states that stretching will occur everyday then the activity log must reflect this to be accurately implemented. Students may use, but not share, vocabulary sheet and or resource sheets for principles of training. The personal physical fitness plan may need to be flexible regarding the weather and must be noted on the activity logs. Students will keep an activity log (in and/or out of class) for two weeks that must include: a. Name of activity b. Participation time of activity c. The intensity level check pulse rate for moderate or vigorous participation

16 9-12 Physical Education Personal Physical Fitness Plan (6/04) 16 Students will pass in the following: Fitness Test Recording Sheet Goals and action plans applying the principles of training Two week activity log record ADMINISTRATION OF TASK Enlarge the activity log for easier reading and more space for students to record on 8 1/2 x 11sized papers. Students are allowed to use handouts and or other resources for this task, but are not allowed to share with other students during the goals and action plan phase. No prompting during the writing of the goals and action plans. Students need to understand that major fitness levels for any of the health-related components of fitness will not occur during this twoweek span, but would occur over a longer period of time. Verbal Cues used during fitness testing: Be sure to use the same verbal cues with each student. Be sure students know general cues for starting and stopping prior to testing. Be sure students participate in an appropriate warm-up and cool-down. Be sure students know fitness scores are personal and are not meant to be compared with others. Possible Flexibility Cues used during fitness testing: Use a slow static stretch Slow and steady Hold it Reach and hold Remember to hold long enough to get a measurement Keep proper body positioning Possible Cardiovascular Cues used during fitness testing: Work at a comfortable pace. Give your best effort. You need to pace yourself Possible Muscular Strength and Endurance Cues used during fitness testing: Maintain proper body position Slow and controlled Keep the rhythm

17 9-12 Physical Education Personal Physical Fitness Plan (6/04) 17 SCORING TIPS Possible answers for cardiovascular component pg. 5 Cardiovascular Endurance Goal: I would like to improve my cardiovascular endurance by participating in a variety of activities. Action Plan (step by step) I will participate in cardiovascular activities 3 times a week for the first week and five times during the second week. I will participate in a variety of activities to start to make improvements. As I am participating, I will also increase my time or amount for each activity. In order for me to improve my cardiovascular endurance I need to maintain my training pulse rate for at least minutes at a time. Application of Principles of Training Specificity: cross-training machine, stationary bicycle, stair climber, treadmill Progression: Frequency = 3 times for week one and 5 times for week two. Intensity = high. Time = start at 20 minutes for week one and 30 for week two. Type = cardiovascular component. Overload: 20 minutes for the training pulse rate for week one followed by 30 minutes at the training pulse rate for week two. For Standard A1: inaccuracies stated in the scoring guide refers to an error. An example would be cardio should be 3-5 times a week, but is only performed 2 times a week. For Standard A 4: Knowledge = understanding of the principles of training, what an appropriate goal is and an action plan that supports the goals. Skills = apply the knowledge by choosing appropriate activities for the action plan. (Pushing through the pain is not an acceptable answer for overload). Behaviors = actions that must change to be successful with the implementation of the overall fitness plan. (Pushing through the pain is not acceptable for overload). Possible answers for behavior examples from page 4 are: A change in their personal schedule to accommodate activity time Time to drive or get to exercise location Getting up early to exercise Change of eating habits Better time management

18 9-12 Physical Education Personal Physical Fitness Plan (6/04) 18 Possible answers for overload on the activity logs: Runs longer Runs faster for the same distance Performs more repetitions (sets) Performs more repetitions (sets) in a shorter time span