20/40 Yard Dash. Mile Run/Walk
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- Marcus McBride
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1 Objective Testing In addition to the Functional Movement Test, which offers subjective evaluation of a range of movement skills, Learn to Move Academy suggests an objective testing component to obtain specific performance data to track the progress of the students. The drills listed and described below offer a suggested range of protocols that will cover the developmental areas targeted by the Learn to Move Academy Movement Skills Development Program. 20/40 Yard Dash The 20/40 Yard Dash is a good indicator of overall athleticism, as performing well is a combination of power, technique, and speed. Performa 40 yard dash if possible, but a 20 will do if the testing is being conducted indoors. The sprint has several different components: start, first step, acceleration, transition, finish, arm action, and head position. Description: Measure 20 or 40 Yards from a starting point. Set cones at 10 yard intervals. If starting in a 3 point stance, have the hand on the start line, if using a two point stance have the lead foot on the start line. Have them put their weight forward at the start and stay low for the first ten yards, then ease into an upright position to achieve maximum speed. Sprint hard through the finish. Scoring: Use electronic timing, if possible. Provide 10 and 20 yard split times if possible. If not, use a stopwatch. Perform two or three repetitions, if possible, and record the best time. Tips: The sprint can be run from either a three point stance or a two point stance. The three point position enables a more powerful start, which translates into achieving more rapid acceleration important in short sprints. However, the technique may be difficult for younger students. Do not run on the toes use the balls of the feet. Mile Run/Walk The objective of the one mile run is to run it as fast as possible. This test is an excellent indicator of aerobic capacity. Preparation for the test should include instructions about pacing trying to maintain a steady pace during the entire run. Description: Measure a course with a length of one mile. Have all of the students start at the same time, and run the mile as fast as they can. They are allowed to walk if it is necessary to do so, but should be encouraged to run the entire distance at a steady pace. Scoring: Record the time it takes for runners to complete the one mile run/walk.
2 Tips: Call out times as the runners pass. Record their times as they finish. Encourage a steady pace. Do not run if weather conditions are estreme. Warm up properly before running the race, and cool down when finished by continuing to walk after crossing the finish line. 90 Push Up This exercise is designed to measure upper body strength and endurance. It is an exercise that can be conducted throughout life as a conditioning exercise and in self-testing. Description: Have the student lie face down on the floor with their hands on the floor at approximately shoulder level, fingers spread. They should lift themselves off of the ground until their arms are fully extended the starting position. The back and legs should be kept straight throughout the exercise. They should then lower themselves slowly until the elbow are bent 90 and the upper arms are parallel to the floor. Then push back up to the stating position that constitutes one repetition. Scoring: Cout the number of repetitions the student can perform. If the elbow does not bend to 90 the repetition does not count. Perform as many repetitions as possible. If two errors in form are observed, stop the exercise (elbows not 90, back not straight, rhythmic pace not maintained, or not fully extending the arms). Tips: Be sure to not let the back lag or pike keep straight throughout the exercise. Maintain a rhythmic pace. Place a collpasable object under the chest at the hight of a proper elbow bend. Call out a cadence or rhythem during the exrecise. Plank A similar exercise to measure upper body strength and endurance is the plank. The form is the same as the push up, but this concentrates on the time the student can maintain form in a stationary position. Description: : Have the student lie face down on the floor with their hands on the floor at approximately shoulder level, fingers spread. They should lift themselves off of the ground until their arms are fully
3 extended the starting position. The back and legs should be kept straight throughout the exercise. They then hold the plank position for as long as possible. Scoring: Measure the time for which the student can maintain the plank position with arms extended and back and legs straight. Stop the time on the second break in form. Tips: Be sure to not let the back lag or pike keep straight throughout the exercise. Modified Pull Up This test requires equipment a modified pull up stand (a stable bar about 4 feet above the ground), with an elastic band about 7 to 8 inches below the bar. This test indicates upper body strength as it relates to body mass (the ability to pull up one s own weight). Description: Lie the student on the ground, back down, and set the bar about two inches beyond their arms reach. Grasp the bar with palms away from the body (buttocks should then be off of the floor with the entire body straight and heels touching the floor). The student then pulls up until their chin passes the level of the elastic band, then lowers to the starting position. Repeat. Scoring: Count the total number of pull ups performed by the student. If form breaks twice (body is not straight, chin does not pass elastic band, rhytmic pattern is broken, arms not fully extended in down position) then discontinue the count. Tips: Protocol is the same for males and females. Be sure proper form is maintained throughout the protocol. Pull Up This is an extremely difficult test protocol and many students will not be able to complete even one repetition. We include it because of its traditional inclusion in testing methods but urge caution in its
4 use and awareness that many students will not be able to do it. However, learning to do it is a valuable tool in strength training, and it can be used as a life-long training tool. Description: This requires a bar at a height that allows the student to hang with their feet clear of the floor. The student grasps the bar palms forward and hangs with arms fully extended. The student then uses the arms to lift the body until the chin is above the bar, then lowers themselves to the hanging position. Scoring: The score is the number of times the students lifts the body with the chin above the bar. There is no time limit. The body should not swing suring the exercise, and there should be no jerking or kicking. Tips: You can help the student to grasp the bar, and be sure the body is still and in proper position before beginning the exercise. The arms must be fully extended in the hanging position. Flexed Arm Hang This drill also requires equipment an overhead pull up bar. This is a static test of upper body strength and endurance. The objective is to hand with the chin above the bar for as long as possible. Description: The student grasps the overhead bar with palms facing outward. A spotter helps to raise the student until the chin is above the bar. Elsbows should be at 90, and the chest should be close to the bar. The student hangs in that position.
5 Scoring: The protocol is scored by the amount of time the student remains in the proper hanging position. Tips: The body should not sway during the protocol. If the student starts to swing, have the spotter hond an arm across the uprights to prevent swinging. Only allow one trial. Back Saver Sit and Reach This protocol is a good test of flexibility and asymmetry in hamstring development. By testing one side at a time, it is not a good indicator of lower back flexibility. This protocol requires a sturdy 12 box with a measuring scale (yardstick) affixed to the box closest to the student with the zero measurement closest to the student as well. The 9 mark should be on the edge of the box (thus the stick extends 9 from the edge of the box towards the student. Description: The student sits with the sole of one foot up against the box, and with the other foot flat on the ground next to the knee of the extended leg. The student then reaches forward as far as possible with both hands. On the fourth reach, have them hold the position and mark the point on the measuring scale. The student then switches the leg positions and repeats. The knee of the bent leg may move to the side to allow further reach by the student. Scoring: record the number of inches reached to the nearest ½ inch. Tips: The sole of the foot on the bent leg must remain flat on the ground. Keep the back straight and the head up during the forward flexion. The knee on the extended leg should remain straight, and the reach forward should be even with both hands. Air Squats This requires no equipment, and is an indicator of lower body strength and endurance. Form is extremely important. Description: Stand with feet shoulder width apart and feet pointed forward (slightly outward is acceptable). Rasie your arms in front of the body intil parallel to the ground, then lower the torso. Be
6 sure the knees are over the toes and not forward or to the side. Maintain posture. Go as low as possible, but be sure the thighs go to at least parallel. Do not let the knees point inward. Raise the body to the starting position. Scoring: Count the total number of repetitions. Do not count a repetition of the thighs do not get to parallel or if the knees get infromt of or to the inside of the feet. Tips: Be sure the feet are pointed straight forward or at most slightly outward. Be sure the torso stays straight and does not lean forward or tilt.
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