BTEC Business ADR 6 Fitness testing for sport and exercise Unit overview The purpose of this unit is to introduce students to the concepts of fitness testing and health screening. It is paramount the students develop the skills and experience which will allow them to carry out fitness tests. You will need to expose them to a variety of fitness tests to enhance their practical awareness. In addition they will also develop the skills and knowledge which will allow them to analyse test results. They will be expected to give feedback to the individuals based on results, which will concentrate on strengths and areas for improvement. They will also explore the practice health screening and how it relates to fitness testing. Finally they will also have the opportunity to investigate health screening and consider such topics as health screening questionnaires. Learning outcomes On completion of this unit students should be able to: 6.1 Understand a range of laboratory-based and field-based fitness tests 6.2 Understand the practice of health screening 6.3 Prepare for and conduct appropriate fitness tests 6.4 Analyse the results of fitness tests. PowerPoint slides on the CD-ROM provide further material for delivering the learning outcomes. The slides are not exhaustive but give important guidelines for learning points. How this unit will be assessed This unit is assessed internally. To achieve a Pass grade students will need to: P1 describe one test for each component of physical fitness, including advantages and disadvantages P2 prepare an appropriate health screening questionnaire P3 devise and use appropriate health screening procedures for two contrasting individuals P4 safely administer and interpret the results of four health monitoring tests for two contrasting individuals P5 select and safely administer six different fitness tests for a selected individual, recording the findings P6 give feedback to a selected individual following fitness testing, describing the test results and interpreting their levels of fitness against normative data. In addition to this, to gain a Merit students will need to: M1 explain the advantages and disadvantages of one fitness test for each component of physical fitness M2 describe the strengths and areas for improvement for two contrasting individuals using information from health screening questionnaires and health monitoring tests M3 justify the selection of fitness tests, commentating on suitability, reliability, validity and practicality M4 compare the fitness test results to normative data and identify strengths and areas for improvement. [4] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise In addition to this, to gain a Distinction students will need to: D1 evaluate the health screening questionnaires and health monitoring test results and provide recommendations for lifestyle improvement analyse the fitness test results and provide recommendations for appropriate future activities or training. Suggested activities The at-a-glance grid on page 0 shows how the activities in the tutor pack relate to the content of the unit. You can encourage students to achieve higher grades by alerting them to the full assessment criteria in the unit specification for Merit and Distinction grades and by encouraging them to use analytical and evaluation skills during the activities. The Student Book contains a number of activities designed to increase the learner s knowledge and practise their research skills. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [5]
[6] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. Scheme of work BTEC National Sport Unit 6 Fitness testing for sport and exercise Academic year:... Broad aim: Successful completion of the unit Number of weeks: 20 Teacher(s):... Duration of session:... SB = Student Book Guided learning hours:... ADR = Assessment and Delivery Resource Week Outcome/topic Tutor preparation Student activity Resources Links 1 Introduction to the unit, assessment procedure, learning outcomes, health and fitness defined 2 Concepts of fitness tests/ difference between laboratory and field based tests Flexibility defined, explained, tests, units of measurements, sporting and lifestyle examples 3 Strength defined, explained, tests, units of measurements, sporting and lifestyle examples Aerobic endurance defined, explained, tests, units of measurements, sporting and lifestyle examples 4 Aerobic endurance defined, explained, tests, units of measurements, sporting and lifestyle examples 5 Speed defined, explained, tests, units of measurements, sporting and lifestyle examples Describing unit requirements Defining key terms Promoting discussion Setting out unit requirements Delivering PowerPoint presentation Q and A Producing list on board Defining key terms Facilitating students research skills and aiding problem-solving when required Defining key terms Facilitating students research skills and aiding problem-solving when required Defining key terms Facilitating students research skills and aiding problem-solving when required Arranging visit and monitor of health and safety whilst on visit Defining key terms, maintaining health and safety Facilitating with data analysis Note-taking Problem-solving Discussion Self-evaluation Note-taking Problem-solving Research Problem-solving Descriptive work on tests Analysis of tests Problem-solving Discussing Researching Researching Problem-solving Application of knowledge Visit to local facility to view assessment of aerobic endurance. Can also link into health screening. Practical activity Results recording Data analysis ADR p 00, 6.7 Introductory activity SB p 2, activities ADR p 00, 6.1 Introductory activity ADR PowerPoint presentation ADR p 00, 6.2 Worksheet SB p 4, paired activity SB p 5, Think it over SB p 7, Extension activity SB p 9, Extension activity SB p 9, Case study Sports facility SB p 11, Practical activity Sports hall, stopwatch and cones P1, M1 P1, M1 P1, M1 P1, M1 P1, M1 P1, M1 BTEC National Sport Assessment and Delivery Resource
Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [7] Unit 6 Fitness testing for sport and exercise Week Outcome/topic Tutor preparation Student activity Resources Links 5 Power defined, explained, tests, units of measurements, sporting and lifestyle examples 6 Muscular endurance press and situp test Body composition defined, explained, tests, units of measurement, sporting and lifestyle examples 7 Advantages and disadvantages of tests cost, time and equipment required Advantages and disadvantages of tests facility requirements, skill level of person carrying out test Defining parameters for presentations on power Providing students with appropriate stationery Arranging visit and worksheet to gather information from health nurse Facilitating student presentations Identifying some advantages and disadvantages through lecture 8 Issues with validity Aiding problem-solving and facilitating discussion if required Issues with reliability Facilitating research skills for key information from fact sheet 9 Health screening questionnaires Brief introduction to health screening questionnaires Client consultation, questioning, listening and non-verbal communication 10* Client confidentiality, informed consent, CHD risk factors and medical referral Q and A Facilitating problem-solving Q and A to simulate answers and discussion Research Student-led presentations on power topics (see second column) Poster production Research Problem-solving Listening to and Q and A session with guest speaker health nurse discussing body composition testing Producing presentations for assessment practice Problem-solving Research Q and A Note-taking Problem-solving extended to discussion Producing an information fact sheet Research Designing health questionnaires Thought-showering Problem-solving Discussion Case studies extend to discussion Computers ADR p 00, 6.4 Poster design ADR p 00, 6.5 Research activity Health nurse SB p 17, Assessment practice SB p 18, Think it over SB p 19, Extension activity SB p 20, Activity ADR p 00, 6.3 Case study SB p 20, Think it over ADR p 00, 6.6 Plenary activity ADR p 00, 6.8 Questionnaire design SB p 23, Activity Sample health screening questionnaires P1, M1 P1, M1 P1, M1 P1, M1 P1, M1 P1, M1 P1, M1 P2, P3, M2, D1 SB p 24, Activity P2, P3, M2, D1 ADR p 00, 6.9 Case study SB p 25, Case study P2, P3, M2, D1 Unit 6: Fitness testing for sport and exercise
[8] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. Unit 6 Fitness testing for sport and exercise Week Outcome/topic Tutor preparation Student activity Resources Links 10 Health monitoring tests, heart rate and blood pressure 11* Health monitoring tests, lung function, waist to hip ratio and body mass index 12* Aerobic endurance multi-stage fitness test, step test Aerobic endurance maximal treadmill protocol 13* Strength 1RM, grip dynamometer Power vertical jump Muscular endurance Wingate test, sprint tests Maintaining health and safety and ensuring the correct protocol is adhered to Maintaining health and safety and ensuring the correct protocol is adhered to Maintaining health and safety and ensuring the correct protocol is adhered to Maintaining health and safety and ensuring the correct protocol is adhered to Maintaining health and safety and ensuring the correct protocol is adhered to Maintaining health and safety and ensuring the correct protocol is adhered to Practical activity Data generation and presentation Results analysis Practical activity Data generation and presentation Results analysis Practical activity Data generation and presentation Results analysis Practical activity Data generation and presentation Results analysis Practical activity Data generation and presentation Results analysis Practical activity Data generation and presentation Results analysis ADR p 00, 6.10 Research activity SB p 26, Case study SB p 29, Extension activity Heart-rate monitor, sphygmomanometer ADR p 00, 6.11 Role-play ADR p 00, 6.12 Plenary activity SB p 28, Assessment practice SB p 32, Case study SB p 33, Assessment practice Peak-flow meter, tape measure and weighing scales ADR p 00, 6.13 Introductory activity MSFT tape or CD, cones, tape measure, metronome, stopwatch, heart-rate monitor and step SB p 00, activity 35 Treadmill and stopwatch ADR p 00, 6.14 Practical activity SB p 35, Practical activities SB p 35, Extension activity Resistance machines, grip dynamometer Chalk and tape measure ADR p 00, 6.16 Practical activity SB p 36, Case study Wingate programme, Monark cycle, printer and computer P4, M2, D1 P4, M2, D1 P5, M3, P5, M3, P5, M3, P5, M3, BTEC National Sport Assessment and Delivery Resource
Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [9] Unit 6 Fitness testing for sport and exercise Week Outcome/topic Tutor preparation Student activity Resources Links 14* Muscular endurance press and situp test Body composition skin-fold callipers, bioelectrical impedance, hydrodensitometry (if available) Preparation for tests selection of tests, reliability and validity (revisited), practicality of tests Pre-test procedures 15 Purpose of tests (revisited) identify components of fitness, give a benchmark, allow a more specific programme to be written, education about health and fitness Conduct test sequence, and test protocols 16* Conduct health and safety, reasons to terminate a test and recording test results Normative data population norms and norms for sports performers 17* Normative data norms for elite athletes and accepted health ranges Feedback verbal Maintaining health and safety and ensuring the correct protocol is adhered to Q and A Lecture on validity and reliability Providing poster stationery Facilitating list PowerPoint presentation Worksheets with sporting examples Brief lecture on physiological factors affecting testing Maintaining health and safety and ensuring the correct protocol is adhered to Facilitating group discussion Providing normative data tables Lecture on health ranges Lecture on key principles of verbal feedback Practical activity Data generation and presentation Results analysis Producing summary sheets of reliability and validity of fitness test Q and A Note-taking Producing check list of pre-test procedures on poster Note-taking Completing worksheets Group discussion Case study Research Problem-solving Practical fitness testing for assessment practice Group discussion Analysis of normative data tables Review of health ranges Discussion on importance of normative data for elite level athletes Role-play to improve verbal feedback Note-taking ADR p 00, 6.15 Practical activity SB p 37, Case study Stopwatch, exercise mats, skinfold callipers and bioelectrical impedance machine Protocol sheets (typed sheets giving details on equipment, methods, calculations required, dimensions of testing area, units of measurement, etc.) ADR p 00, 6.18 Plenary activity SB p 40, Case study ADR p 00, 6.17 Research activity SB p 42, Assessment practice ADR p 00, 6.19 Introductory activity P5, M3, P5, M3, P5, M3, M3, M3, P5, M3, P6, M4, P6, M4, P6, M4, Unit 6: Fitness testing for sport and exercise
[10] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. Unit 6 Fitness testing for sport and exercise Week Outcome/topic Tutor preparation Student activity Resources Links 18 Feedback written Lecture on key principles of written feedback Feedback tests carried out, test results, levels of fitness 19 Feedback strengths and areas for improvement, recommendations 20 Unit evaluation, review of key ideas and learning outcomes * Weeks where you will need relevant normative data sheets Facilitating problem-solving and research Individual support on providing feedback based on fitness tests Q and A for unit review, answering of knowledge check Case study Note-taking Problem-solving Research Case study Problem-solving Assessment practice feedback Reviewing unit and performing knowledge check ADR p 00, 6.20 Case study P6, M4, ADR p 00, 6.22 Research activity SB p 48, Case study ADR p 00, 6.23 Problemsolving SB p 49, Activity SB p 49, Assessment practice Unit review form SB p 54, Knowledge check P6, M4, P6, M4, BTEC National Sport Assessment and Delivery Resource
Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [11] At-a-glance activity grid Unit 6 Fitness testing in sport and exercise Activity Title and description Scheme of work ADR page number/cd Delivery notes Extra resources Links to grading criteria Links to textbook Outcome 6.1 Understand a range of laboratory-based and field-based tests Section 1 of this unit in the student book outlines the key fitness tests that can be used to assess the individual s fitness level. The protocols are described for the laboratory and field based tests in conjunction with normative data where available. Discussion is also centred on the advantages and disadvantages of these tests around key issues such as validity and reliability. 6.1 Introductory activity the role of fitness tests 6.2 Worksheet fitness tests explored 6.3 Case study validity and reliability of fitness tests 6.4 Poster design the press and sit up test Week 2 Week 2 Week 8 Week 6 The aim of the introductory activity is two fold. Firstly you can introduce the concept of fitness testing to help students but also secondly have a pre-learning knowledge check. This will enable you to check their prior knowledge; they should be able to draw on their personal experience. The more able students should be able to list the reasons that illustrate their knowledge, for example, for selection purposes to training squads. This worksheet is designed with differentiation in mind for your range of students. Less knowledgeable students can give themselves an introduction to fitness testing, whereas other students can be extended by looking at the protocols of testing and advantages and disadvantages of testing. This worksheet should give you a good understanding of any student who requires extra support. Based on experience you should be aware that validity and reliability are difficult concepts for some students to grasp immediately. Therefore there should be a session prior to this, which introduces the students to these terms before they are expected to apply them to specific tests. In terms of feedback to the students based on their answers this may also form a significant part of a lesson. This poster can be used as an icebreaker within the group to match students up with other group members. You can extend the task by getting the more able students to look at the advantages and disadvantages of these tests. Whiteboard, flip chart paper and pens Computers / access to learning resource centre Computers A2 poster paper, highlighter pens, glue, scissors plus other stationary equipment, computers P1 P1, M1 P1, M1 P1 Unit 6: Fitness testing for sport and exercise
[12] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. Activity Title and description 6.5 Research activity - extending your knowledge of fitness tests 6.6 Plenary activity pulling it all together Scheme of work Week 6 Week 8 ADR page number/cd Delivery notes Extra resources Links to grading criteria This task can be used to stretch the knowledge of the more able students as they will be gaining a wider knowledge of the fitness tests. This task is good for promoting teamwork with the group. The booklet produced can become a central learning document with the unit. If you have weaker students you can team them up with more knowledgeable students who can support them with the more difficult issues. Computers / access to learning resource centre Computers / access to learning resource centre and photocopying Outcome 6.2 Understand the practice of health screening Section 2 gives the student the opportunity to explore the practice of health screening including key components such as questionnaires and client consultation. Important factors related to client communication are covered in terms of questioning, listening and non verbal communication. Students will also be expected to take a hands-on approach to health monitoring tests, for example, blood pressure and lung function. 6.7 Introductory activity difference between health and fitness 6.8 Questionnair e design Constructing a healthscreening questionnaire 6.9 Research activity The importance of health monitoring tests 6.10 Case study The medical referral scheme Week 1 Week 9 Week 10 Week 10 This task is designed to raise awareness between health and fitness. The more able students can be extended by asking them to explain why factors affect health and fitness, for example, smoking, They may also want to look for links between factors, for example, drinking with dietary problems. It is paramount that the students are exposed to a variety of health related questionnaires to increase their awareness. The students will probably need some guidance on the areas for research so that their focus remains fairly tight. You can try to extend the students reading range by getting them to search health magazines, newspapers and other health related articles. You may want to use this case study as a major piece of homework used as a learning check. This is because there are a variety of key topics covered. Whiteboard Computers and sample questionnaires Computers / access to learning resource centre Computers P1 P1, M1 P2 M2 Links to textbook BTEC National Sport Assessment and Delivery Resource
Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [13] Activity Title and description 6.11 Role-play Health screening in action 6.12 Plenary activity the key elements of health screening Scheme of work Week 11 Week 11 ADR page number/cd Delivery notes Extra resources Links to grading criteria Often students struggle with role-plays due to a lack of confidence and practice. If you have students who are unable to use this format you can ask them to write the interview down on paper in the form of an interview. This task can be used to check the student s classroom and research notes as they will need to review their previous work. The more able students can peer review each other s to highlight strengths and areas for improvement. Stadiometer, tape measure, weighing scales, peak flow meter or spirometer, heart rate monitor, stopwatch and sphygmomanometer Computers / access to learning resource centre P4, M2, D1 Links to textbook Outcome 3. Be able to prepare for, and conduct, appropriate fitness tests Within this learning outcome there is a heavy practical emphasis on the learning. The students will be expected to put into practice the knowledge they have gained from Learning outcomes 1 and 2. It is important that the students are exposed on a practical level to as many tests as possible whilst supported by appropriate theory linked to how to conduct a fitness test. 6.13 Introductory activity Putting theory into practice 6.14 Practical activity Comparison between upper and lower body strength 6.15 Practical activity Comparison between body weight and body composition Week 12 Week 13 Week 14 This introductory activity is designed as a learning check from Learning outcome 1 to refresh the student s knowledge of fitness tests. You can extend this by getting the more able students to write an equipment list and protocol for the tests they identify. This practical activity supported by results analysis is designed with differentiation in mind. The more able students will be able to tackle questions 4 and 5. The less able students may need support on producing the graph in respect of plotting and labelling. The same principles apply for the activity as with 6.14. In addition it is vital the students have a quiet room for body composition assessment and discussion of the results, which can sometimes be a sensitive issue. Computers and access to key textbooks Stopwatch, exercise mat, room for testing, graph paper Graph paper, weighing scales, skin fold measurements and private room for body measuring P2, P3, P4 P5, M3 P5, M4, P5, M4, Unit 6: Fitness testing for sport and exercise
[14] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. Activity Title and description 6.16 Practical activity testing for speed 6.17 Research activity health and safety of fitness testing 6.18 Plenary activity importance of test sequence Scheme of work Week 13 Week 16 Week 15 ADR page number/cd Delivery notes Extra resources Links to grading criteria You can extend this practical activity by having different testers and looking at the reliability of the results. There is also scope to look at the correlation between distances for the more able students. This list can either be done on an individual basis or in small groups based on the knowledge and experience of the students. This list can become a central document that all students can use in their assessments. This task can be used as either as a discussion task or research task for homework for the more able students. To complete this task they will need a good level of Exercise Physiology knowledge. You may want to link into the physiological units to support their learning. Stopwatches and tape measure P5, M4, P5, M4, Links to textbook Outcome 4. Be able to analyse the results of fitness tests In this final outcome of the unit the students will need to complete the evaluation process and analyse fitness testing results. They will be expected to use normative data for the specific population and provide feedback to the athlete, client or individual they have tested with consideration of strengths and areas for improvement. 6.19 Introductory activity the use of normative data 6.20 Case study verbal and written feedback 6.21 Role-play Verbal feedback about the outcomes of assessment and an estimate of levels of fitness Week 16 Week 18 This discussion can be supported by work performed within Learning outcomes 1 and 3. For example, when assessing individuals fitness levels in the practicals you should highlight issues surrounding normative data. To aid the students with this case study you can give it to them for homework so that they bring the information to the session, which can lead to a discussion thereby supporting their knowledge. You will be able to use this case study for a full session and it covers a range of topics and wider issues. Often students struggle with role-plays due to a lack of confidence and practice. If you have students who are unable to use this format you can ask them to write the interview down on paper in the form of an interview. Computers and access to learning resource centre Quiet room for feedback session M3 M4, P6, M4, P6, M4, BTEC National Sport Assessment and Delivery Resource
Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [15] Activity Title and description 6.22 Research activity Analysing fitness results 6.23 Problem solving recommenda tions for future training 6.24 Plenary the golden rule of analysing test results Scheme of work Week 18 Week 19 ADR page number/cd Delivery notes Extra resources Links to grading criteria This activity can be used prior to formative assessment as the students can gain confidence in the topic area through practice. It is important that the students are aware of the difference between a fitness test and training method, which this task can help with. The more able students can be asked to describe and analyse a range of training methods to deepen their knowledge. The students may not be able to see past the obvious points; however, they should consider issues such as data representation and analysis. Computers and access to learning resource centre Computers and access to learning resource centre Computer and classroom notes P6, M4, P6, M4, P6, M4, Links to textbook Unit 6: Fitness testing for sport and exercise
[16] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. Lesson plan Aims: To introduce students to the concepts of fitness and fitness tests Resources: Computer, projector, Worksheet 6.2, computers for student research and with PowerPoint facilities. This structure may be spread over a number of lessons as required. Objectives Students will be able to: Define and explain the term fitness and components Describe what a fitness test is and identify a range of fitness tests Timing Stage of Lesson Teacher activity Student activity Differentiation* 5 mins Introduction Teacher introduces the concept of fitness by asking the class what they think fitness is key words and concepts. Expand this into group discussion. Teacher defines and explains the term fitness. 5 mins Development Introducing the different components of fitness (for example, flexibility) and their links with different sports. Facilitating where required to aid student development of group list or sporting examples. 3 mins Development Providing a definition of a fitness test and a couple of examples (draw on students sporting/school experience of fitness tests). Facilitate discussion. Activity A: noting down thoughts and ideas about fitness. Group discussion on the term fitness. Writing down a definition. Activity B: Producing group list on whiteboard of the different components of fitness. In pairs, for each component identify three sports that require an element of that component (e.g. weightlifting could be an example for strength). Note-taking Activity C: Discussion based on their experience Easy/medium. All students will be able to give some basic ideas regarding fitness, possibly key words or concepts; however, they may need to discuss their ideas with others to stimulate their thoughts. In respect of the discussion they should be encouraged to talk about fitness in their chosen sport so they can draw on their own experience and feel comfortable in doing so. Medium. The activity requires some previous knowledge or understanding in respect of the components of fitness, so the teacher should list them on the board to help the less ablestudents. They should then at least be able to link the components to specific sports, with peer support. One way to extend the more able students is to ask them to rank the importance of each component for their sports. Medium/hard. This activity requires both personal experience and an understanding of fitness tests. Less able students may need some support with this as they may need a couple of examples to get them started. Differentiation will certainly be by the depth of discussion around fitness tests. BTEC National Sport Assessment and Delivery Resource
Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [17] Timing Stage of Lesson Teacher activity Student activity Differentiation* 25 mins Development Facilitating where required student development of ADR Activity 6.2 (list of fitness tests and protocols) 7 mins Review and evaluation ADR Activity 6.2: Through research producing a spider diagram of the possible fitness tests (try for ten) they can use for assessment work. Describe the protocol (method) for three of the tests identified in the spider diagram. Homework Set homework for next session Analysis of one fitness test, looking at the advantages and disadvantages of using it. Summarise the students findings from worksheet 8.6.2, recap definition of fitness and the components of fitness through Q and A. Recap on homework. Answering review questions, adding to research notes generated in worksheet 8.6.2, logging down homework. Easy/medium/hard this worksheet allows for clear differentiation for the range of students within your group. The less able students may need a start in producing their spider diagrams and will need links to suitable websites or other resources. Through the description of the tests they will need to understand what is the important information they need to include, and which will require most support. The most able students should need some guidance in completing the final task as this involves a level of analysis. * Differentiation is by application to discussion and their research skills less able students should still be able to contribute and the teacher should encourage this, while the more able will contribute actively to discussions, giving good justification and reasons behind suggestions and points of view. In terms of the research the less able students will need direction to target their research through key information resources. Unit 6: Fitness testing for sport and exercise
BTEC National Sport Assessment and Delivery Resource Activities for Learning outcome 6.1 6.1 Introductory activity: the role of fitness test p? There are many reasons why an individual or athlete may use a number of fitness tests. In small groups, try to identify six possible reasons for using fitness tests. For example, an individual may take a fitness test after recovering from injury. Next, with the aid of your tutor, draw up a group list of reasons on the whiteboard or flip chart. This list will be a good starting point in terms of understanding the role that fitness tests can play in relation to fitness and health. Figure 6.1: Cartoon showing athlete running on a treadmill, with oxygen mask, heart rate monitor, electrodes in skin etc, connected up to a bank of machinery, Athlete is looking exhausted and sweat is pouring off her/him. One onlooker is saying to another: S/he s given up training altogether: s/he just does fitness tests. 6.2 Worksheet fitness tests explored p? Produce a spider diagram of several possible fitness tests (try to think of ten) that you can use with an individual, for example, the sit and reach test. Once you have done this, you should describe the protocol (method) for three of the tests in the spider diagram. Finally, for one test you have described, analyse the advantages and disadvantages of using it. [18] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise 6.5 Research activity extending your knowledge of fitness tests p? There are a number of fitness tests that are not covered in the Student Book. However, you should be aware of them because they are used on a regular basis in sport settings. You should research into the following tests and produce notes for your subject file: Cooper 12-minute run 1.5 mile run Repeated sprint test Standing broad jump Height and weight charts. 6.6 Plenary activity pulling it all together p? Working in groups, produce a range of information fact sheets (one page maximum), each on a specific fitness test. Each individual should prepare one fact sheet. The fact sheet should include: the protocol equipment and facility requirements equations/calculations if required diagram of athlete performing test time and cost implications validity and reliability of test advantages and disadvantages of test. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [19]
Unit 6: Fitness in sport and exercise Activities for Learning outcome 6.2 6.7 Introductory activity difference between health and fitness p? Often people tend to confuse the terms fitness and health. They see them as being the same thing. In small groups, devise a list of six things that affect the health of an individual and six that affect their fitness. After you have drawn up your lists, discuss them with other groups and note any similarities or differences. Through the lists and discussion you should see there is a difference between health and fitness. In your groups you should try to answer the following questions: Is it possible to be fit but not healthy? Is it possible to be healthy but not fit? 6.8 Questionnaire design constructing a health screening questionnaire p? The importance of health screening a client cannot be overstated, based on the grounds of health and safety. On an individual basis, draw up a list of ten medical conditions (for example, asthma) and ten lifestyle factors (for example, smoking) that you believe a pre-exercise questionnaire should aim to tackle. You should discuss this with other group members to decode whether there are some common conditions that should be included in the questionnaire. Once you have your list, design a health screening questionnaire and produce it on the computer. Ask other group members to peer-review your questionnaire, identifying strengths and areas for improvement in the design. Use their comments to produce a second draft of the questionnaire. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [20]
Unit 6: Fitness testing for sport and exercise 6.12 Plenary activity the key elements of health screening p? To help you when you are carrying out a health screening on an individual, it is always good practice to use a checklist to ensure you have covered all the important aspects. Produce a checklist that you can use when carrying out a health screening test. The checklist should include: the documentation to be completed the equipment required for health monitoring tests the protocols for health monitoring tests the normative data tables for health assessment. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [21]
BTEC National Sport Assessment and Delivery Resource Activities for Learning outcome 6.3 6.13 Introductory activity putting theory into practice p? On an individual basis complete the following table, which requires you to match possible fitness tests with different components of fitness. Figure 6.2 Man stretching. From Cumulus (green), KM17,CD no. 2834a. Component of fitness Name of fitness test Flexibility Aerobic endurance Strength Muscular endurance Power Speed [22] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise Activities for Learning outcome 6.4 6.14 Practical activity Comparison between upper and lower body strength p? From the equipment available at your school or college choose two fixedresistance machines one for the upper body and one for the lower body. Use the machines to complete the following raw data table. You may want to use some of the results for your assessment. Figure 6.3 Weight training machine. Source: istock ist2_2493090. Student name Upper body (kg) 1RM* Rank order Lower body (kg) 1RM* Rank order * 1RM = 1 repetition maximum: maximum weight student can lift once on specific machine. Using your results, produce a scatter graph plotting the upper body score against the lower body score. 1 Based on the rank score, discuss the differences and similarities between upper and lower body scores. 2 Is there any distinctive profile in relation to your scatter graph, for example, does it have a positive relationship? 3 Are the results as you would expect and are there any reasons for your results? Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [23]
BTEC National Sport Assessment and Delivery Resource 6.15 Practical activity: comparison between body weight and body composition p? For this practical activity you will need to make a comparison between body weight and body composition within your group. The body composition may be assessed through bioelectrical impedance or skin-fold calliper measurements, depending on the equipment available within your school or college. You may want to use some of the results for your assessment. Student name Body weight (kg) Body fat (%) or Body fat (mm) Using your results, produce a scatter graph that plots body weight against percentage body fat. 1 Is there any distinctive profile in relation to your scatter graph, for example, does it have a positive relationship? 2 Based on the raw data, discuss the differences and similarities in respect of body weight and body fat. 3 Discuss the possible reasons for your results. 4 Discuss the disadvantages of using the skin-fold calliper method for assessing body composition. [24] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise 6.16 Practical activity testing for speed p? Working as a group, test group members for their speed over 15 m, 25 m and 40 m. Record the results using the following table. Figure 6.4: Source: istock ist2_1551922.. Student name 15 m (seconds) 25 m (seconds) 40 m (seconds) Once you have collected your results, put them in rank order for each of the three distances. 1 Are there any differences in the rank order of times between group members? If so, why do you think this is? 2 How reliable do you think the timings are, and how could the timing be improved in terms of reliability? 3 Can you identify sporting activities that require a high level of speed? Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [25]
BTEC National Sport Assessment and Delivery Resource 6.17 Research activity health and safety of fitness testing p? As the fitness tester you should have a good understanding and awareness of health and safety when testing an individual. It is important to consider health and safety prior to, during and after the testing session. Produce a checklist that considers health and safety factors. The following checklist table may help you. It includes two examples to get you started. Cross or tick Risk assessment Health questionnaire [26] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise 6.18 Plenary activity importance of test sequence p? The ACSM (American College of Sports Medicine,1995) have produced the following guidelines for test sequence: 1 resting blood pressure and heart rate 2 body composition 3 aerobic fitness 4 strength / muscular endurance 5 flexibility. In your groups, discuss the reasons why this order should be followed when carrying out fitness tests. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [27]
BTEC National Sport Assessment and Delivery Resource Activities for Learning outcome 6.5 6.19 Introductory activity the use of normative data p? Using your personal experience and understanding, discuss within your group the advantages and disadvantages of using normative data to analyse results. 6.20 Case study verbal and written feedback p? In a couple of days, a client is coming to see you to receive some verbal and written feedback regarding the fitness testing you performed. The client has no understanding of fitness or the meaning of the fitness tests. 1 What sort of language should you use with the client, and why? 2 Why is it important you prepare a professional report for the client? 3 Why is it important that at the end of the consultation you should identify the next stage for the client? 4 Why is it important to prepare prior to the consultation? 5 Why might it be important to use constructive and reassuring language if the results are deemed to be poor? 6 In terms of the consultation room, what should you consider? [28] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise 6.23 Problem-solving recommendations for future training p? Using arrows, match the fitness components on the left with the appropriate training method (or piece of equipment) on the right. This will help you in providing recommendations for future training. Note that some training methods may be useful for more than one component of fitness. Aerobic endurance Static stretching Interval training Speed Fartlek training Power Resistance machines Hill sprints Strength Steady-state training Flexibility Ballistic stretching Circuit training Body composition Dumb-bells Muscular endurance Acceleration sprints Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [29]
BTEC National Sport Assessment and Delivery Resource 6.24 Plenary the golden rules for analysing test results p? Within your group, possibly with your tutor s support, produce a list of the ten golden rules for analysing test results. For example, one rule could be: 1 Make sure that the normative data table you use reflects the client s age, gender and sporting background. [30] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise Further activities for Learning outcome 6.1 6.3 Case study validity and reliability of fitness tests pp?? Becky, aged 19, is training for her Level 2 fitness instructor s qualification at your local gym and is under your supervision. She has shown a good understanding of the different types of fitness testing and has good practical ability. However, she has a number of questions in relation to validity and reliability that she needs answering. 1 Becky has concerns that the Harvard step test may not provide totally reliable data. Do you agree with Becky, and if not why not? 2 She would like to know why the multi-stage fitness has a high level of validity. 3 In addition she would like to know the differences, in terms of validity and reliability, between laboratory-based and field-based tests. 6.3 Poster design the press and sit-up test pp?? To aid the understanding of fellow students using the gym at your school or college, produce an A2 poster based on the press and sit-up test. You should include: diagrams of the correct techniques the correct protocol normative data tables Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [31]
BTEC National Sport Assessment and Delivery Resource Further activities for Learning outcome 6.2 6.9 Case study the medical referral scheme pp?? Sanjay, a 52-year-old postal worker, has decided to start a training programme on the advice of the practice nurse at his local surgery. The nurse recommended him to his local leisure centre on a medical referral scheme. He has been told to train his aerobic endurance and reduce his body fat percentage, which should help him with his lifestyle as he has been feeling fatigued at work. Further to this, the increase in body fat has reduced his self-confidence. However, after his induction and one training session, Sanjay has not been to the gym for two weeks. 1 Why was it important for Sanjay to reduce his body fat percentage? 2 Describe two methods that could have been used to assess his body composition. 3 Provide a list of the possible reasons why Sanjay may have stopped the training programme. 4 Do you believe that an increase in body fat is purely a physical concern? If not, why not? 5 What are the possible long-term implications for Sanjay? [32] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise 6.10 Research activity the importance of healthmonitoring tests pp?? Complete the following tasks: Working in small groups, using recognised texts, research one of the following areas: the importance of monitoring resting and exercise heart rates the importance of monitoring blood pressure and stress levels the importance of monitoring lung function the importance of monitoring body composition. Produce research notes, and use them to help you produce a two-page summary sheet on your selected topic. Cover all four topics within your group, and put them together to produce an eight-page booklet that the group can use in the future. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [33]
BTEC National Sport Assessment and Delivery Resource 6.11 Role-play health screening in action pp?? Figure 6.5 Source Cumulus (green), CD no. 2098a, no 521. Student A takes the role of a fitness instructor performing a health screening through an initial consultation. Student B is the client who has decided to join your fitness club. The instructor should assess the client s: blood pressure resting heart rate lung function waist to hip ratio body mass index. To ensure that you are clear with the protocols you should review pages xx to xx of the Student Book. It is important that the fitness instructor uses a professional manner when testing and speaking to the client. This will help to improve practical skills when using the equipment, for example, the peak flow meter. The instructor should relay the results of the tests, linked to appropriate health-based data tables. After finishing the consultation, Students A and B should swap roles and repeat the roleplay. [34] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 6: Fitness testing for sport and exercise Further activities for Learning outcome 6.4 6.21 Role-play verbal feedback on the outcomes of assessment and an estimate of levels of fitness pp?? Student A takes the role of a fitness instructor giving verbal feedback to the client (student B) on some fitness test results obtained recently. The client takes the role of the following individual: Client name: Roberta Martinez. Age: 23. Sport: Netball player. Sit-up test: 17 Agility sprint test: 19.32 seconds Grip strength test: 32 kg Multi-stage fitness test: level 8, shuttle 2 As the fitness instructor, Student A should provide verbal feedback to the client on the above results. Prior to the consultation you will need to analyse the results in comparison to normative data. When you are speaking to the client you need to consider a number of factors. Ensure the feedback is given in a quiet environment. Don t baffle the client with science or technical jargon. Remember to link in the results into the targets or goals set for the client, which you may wish to re-set. Remain positive throughout the consultation and maintain a professional manner. If the results are poor, you should be ready to suggest to the client ways of improving their fitness. At all stages of the consultation, make sure that the client has understood the information provided. Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [35]
BTEC National Sport Assessment and Delivery Resource 6.22 Research activity analysing fitness results pp 11 18 You should read the following set of results obtained from a recent battery of fitness tests: Client name: Greg Wilson. Age: 45. Weight: 80 kg. Multi-stage fitness test: level 6, shuttle 2 Sit and reach test: 12 cm 1RM 50 kg (bench press) BMI: 31 In small groups, locate the normative data, which should allow you to evaluate Greg s results. In your groups, discuss the results and decide on recommendations of the components of fitness he needs to improve on. Produce a typewritten mini-report with the following sections: results analysis against normative data including graphs where appropriate list of recommendations to include future training needs list of references used. [36] Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.