2016 PFT DFA (Complete)

Transcripción

Tustin Unified School District
Educational Services
2016
Physical Fitness Test
(PFT)
Directions for Administration
Administration Dates: March 1 – April 22, 2016
Aeries Data Entry Dates: March 1 – April 29, 2016
2016 Physical Fitness Test (PFT)
ALL STUDENTS IN GRADES 5, 7, AND 9
Test Administration Window
March 1 – April 22, 2016
Timelines
Dates
Responsible
Before testing begins
Site PFT Coordinator Conduct PFT training for all PFT test
administrators (district employees only)
March 1 – April 22
Task
Web-based training available at:
https://pftdata.org/training.aspx
PFT administrators
Conduct PFT testing, including make-up
(teachers or coaches) testing for all students
Testing window closes: April 22
Data entry of PFT results in Aeries.net.
March 1 – April 29
PFT administrators
(teachers or coaches)
April 29 (end of day)
PFT administrators
Give copy of Aeries.net printouts to Site PFT
(teachers or coaches) Coordinator for review.
Last day for regular data entry: April 29
March 1 – May 6
Last day: May 6
Site Coordinator – Notify Mindy Thai at
[email protected] when you are
ready for your school’s data to be checked for
errors.
Site PFT Coordinator Respond to PFT error reports sent by email,
identify missing scores or data errors, and
return to PFT administrators (teachers or
coaches) to make data corrections in
Aeries.net.
PFT Site coordinators In collaboration with test examiners (grade 5,
and Test Examiners 7, 9 teachers), make necessary Aeries.net data
(teachers or coaches) corrections.*
Last day for data corrections: May 6
*Data corrections in Aeries may begin when the site is ready for this step in the process, but may not
extend beyond May 6. Please contact [email protected] for assistance with Aeries data
error corrections. Type “PFT Data Correction” in the subject line of your email.
Assessment & Evaluation Department
S://R&E/PFT/PFT 2016
Revised 2/04/16
2015 Physical Fitness Test (PFT)
ALL STUDENTS IN GRADES 5, 7, AND 9
Directions for Administration
GENERAL DIRECTIONS – BEFORE TESTING
• District Testing Window: March 1 – April 22, 2016.
• Students with disabilities are to be tested to the extent possible – see your PFT
coordinator for more information. Refer to the CDE Testing Variations,
Accommodations, and Modifications Matrix. The IEP or Section 504 team is
responsible for deciding how students with disabilities will participate in the PFT.
Students with disabilities should be given as much of the PFT as conditions permit.
• Students cannot be excused from the PFT – the general opt-out (parent exemption)
provision of Ed Code §60615 does not apply to PFT.
• Students in Grade 10 who did not pass the PFT in grade 9 and who will not be 16
years old on the first day of their 11th grade year should take the PFT.
• Students absent during testing must be given make-up tests.
DURING TESTING
•
Per CA Education Code, only school district employees may administer the PFT to
students.
AFTER TESTING
• Students must be provided with their individual results, either orally or in writing,
upon completing the PFT (California Education Code Section 60800). Test
administrators should tell students their results either after each fitness area tested or at
the end of PFT testing. Remember, test results are confidential; when sharing results
with students, maintain confidentiality at all times. Announcing student results to the
class is not appropriate.
• Enter students’ scores in Aeries.net. See Aeries.net data-entry directions in this
packet. If a student is not tested on one or more fitness areas, indicate the reason.
Remember, make-up testing must be scheduled and attempted.
Assessment & Evaluation Department
S://R&E/PFT/PFT 2016
02/04/16
• Work with your PFT Site Coordinator to make data corrections in Aeries.net.
Error reports will be sent via email. The testing vendor will not accept our test data file
if there are data errors. Test examiners are responsible for making data corrections in
Aeries.net no later than May 6.
TEST OPTIONS
There are six fitness areas to be tested; some have more than one test option. If a student
does not pass a test in a fitness area and there is more than one test option, administer an
alternate test. Only ONE SCORE per fitness area may be reported in Aeries.net even if
multiple test options are administered. Record the highest score in a given fitness area.
FITNESS
AREA
T
E
S
T
AEROBIC
CAPACITY
BODY
COMPOSITION
ABDOMINAL
STRENGTH &
ENDURANCE
TRUNK EXTENSOR UPPER BODY
STRENGTH &
STRENGTH &
FLEXIBILITY
ENDURANCE
FLEXIBILITY
PACER
Body Mass
Index (Height
& Weight)
Curl Up
Trunk Lift
Push-Up
Back-Saver
Sit and
Reach
One-mile Run
Modified PullUp
Shoulder
Stretch
Walk Test (age
13 and up)
Flexed-Arm
Hang
REPORTING
• Teachers Enter Student Results in Aeries.net: Open March 1 – May 6, 2016.
• When finished entering students’ scores in Aeries.net, print your rosters with PFT
scores from Aeries.net. Keep a copy for yourself, and give a copy to your site PFT
Coordinator no later than April 29.
• By April 29, Site PFT Coordinators will review Aeries.net results printouts and note
data corrections needed to be made by teachers.
• Teachers will make all necessary data corrections in Aeries.net no later than
May 6.
• Mindy Thai will send you an email to confirm all corrections have been made.
Sometimes data corrections require a few steps and cross-checking of data.
TESTING AND REFERENCE MATERIALS
Testing materials needed to administer the PFT are maintained at each site by the school’s
PFT Coordinator. The materials include the Pacer/Cadence CD, Curl-Up Strip, and Sit and
Reach Box.
If you have additional questions, your school’s PFT Coordinator has been trained to answer
questions. Thank you for your efforts in administering this state-mandated assessment!
TUSD Educational Services
Assessment & Evaluation
2/18/15
DEP
AR
A
ST
OF
ED
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C A LI
OF
FO
3
Aerobic Capacity
R
h y s i c a l
F
i t n e s s
t
e s t
(PFt)
Trunk Extensor
Strength and Flexibility
TrunkLift4
• Gymmat
• Yardstickor15-inch
ruler
 Flexed-ArmHang
• Horizontalbar
• Chairorstool
• Stopwatch
 ModifiedPull-Up
• Gymmat
• Modifiedpull-upstand
withelasticband
 Push-Up4
• Gymmat
• CDorcassetteplayer
withadequatevolume
• CDoraudiocassette
withcadence
Upper Body Strength
and Endurance
Muscular Strength, Endurance, and Flexibility
Test Options and Equipment
Abdominal Strength
and Endurance
Curl-Up4
• Gymmat
• 3-inchmeasuringstrip
 BodyMassIndex
for5to9yearoldsor
• Scale
4.5-inchmeasuring
• Ruler(stadiometer)or
stripforstudentsolder
tapemeasure
than9yearsofage
• CDorcassetteplayer
 PercentBodyFat
withadequatevolume
• Bioelectricimpedance
• CDoraudiocassette
analyzerorautomated
withcadence
Height
and weight
skinfoldcaliper
• Scale
• Ruler(stadiometer)or
tapemeasure
 SkinfoldMeasurements4
• Skinfoldcaliper
Body Composition
Fitness Areas
FITNESSGRAM Fitness Areas, Test Options, and Equipment1,2
2 0 1 4 – 15 P
 ShoulderStretch
 Back-SaverSitand
Reach4
• Sit-and-reachbox
Flexibility
FITNESSGRAM Fitness Areas, Test Options, and Equipment
2
1
1 of 1
California Department of Education • December 2014
FITNESSGRAM is a registered trademark of The Cooper Institute.
All of the test options may require pencils and score sheets to record scores.
3
Height and weight (i.e., Body Mass Index) are needed to estimate a student’s Aerobic Capacity.
4
FITNESSGRAM recommends this test as the test option for the fitness area; however, the California Department of Education (CDE) does not have a position regarding which test option to administer to students.
WalkTest
• Flat,measuredcourse
• Stopwatch
• Scale
• Heartratemonitor(optional)
 PACER4(ProgressiveAerobic
CardiovascularEnduranceRun)
• Flat,nonslipperysurface15or
20metersinlength
• CDorcassetteplayerwith
adequatevolume
• CDoraudiocassettewith
music/timing
• Measuringtape
• Markercones
One-Mile Run
• Flat,measuredrunningcourse
• Stopwatch
• Scale
• Ruler(stadiometer)ortape
measure
TE
T
EN
TM
N
IA
N
T IO
CA
How to
Administer the
Fitness Area
Tests
OF
ED
U
TE
N
ST
A
Reference Guide
IA
DEP
T
EN
M
T
N
T IO
CA
AR
2015–16
California Physical Fitness Test
OF
C A LI
FO
R
nDescription of Fitness Area Tests
nHealthy Fitness Zones
nData Collection Requirements
nAdministration Tips
nPACER Look-Up and
Goal Setting Table
December 2015
P r e p a r e d
b y
t h e
California Department of Education
Available on the California Physical Fitness Test Web site at http://www.pftdata.org/.
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
( P F T )
Overview
The “2015–16 California Physical Fitness Test:
Reference Guide” is designed to assist staff in
all local educational agencies1 (LEAs) become
familiar with the California Physical Fitness Test
(PFT). This guide includes a detailed description of
each fitness area tested, the related performance
criteria, and suggestions for facilitating the
administration of each test. It may be used in
conjunction with the “FITNESSGRAM Fitness
Areas, Test Options, and Equipment” chart
found on the California Department of Education
(CDE) PFT Program Resources Web page at
http://www.cde.ca.gov/ta/tg/pf/pftresources.asp.
Please note that this guide is not designed
as a replacement for the FITNESSGRAM/
ACTIVITYGRAM Test Administration Manual2.
Background
The PFT provides information that can be used
by students to assess and plan personal fitness
programs; by teachers to design the curriculum
of physical education programs; and by parents
and guardians to understand their children’s
fitness levels. This program also produces results
that are used to monitor changes in the physical
fitness of California students. By statute (California
Education Code Section 60800), all LEAs in
California are required to administer the PFT
annually to all students in grades five, seven, and
nine.
1
Throughout this manual, LEAs include school districts, county
offices of education, and charter schools that are independent
for assessment purposes (i.e., independent charter schools).
2
Throughout this manual, the FITNESSGRAM/ACTIVITYGRAM
Test Administration Manual (Revised Updated Fourth Edition)
is referred to as the FITNESSGRAM Test Administration
Manual.
3
The FITNESSGRAM and Healthy Fitness Zone (HFZ) are
registered trademarks of The Cooper Institute.
The State Board of Education designated the
FITNESSGRAM as the PFT for students in
California public schools. The FITNESSGRAM is
a comprehensive, health-related physical fitness
battery developed by The Cooper Institute. The
primary goal of the FITNESSGRAM is to assist
students in establishing lifetime habits of regular
physical activity.
FITNESSGRAM 3
The FITNESSGRAM is designed to assess six
key fitness areas that represent three broad
components of fitness: (1) aerobic capacity,
(2) body composition, and (3) muscle strength,
endurance, and flexibility. The third component is
further divided into four areas: abdominal strength
and endurance, trunk extensor strength and
flexibility, upper body strength and endurance, and
flexibility.
Performance Standards
The FITNESSGRAM uses health-related standards
to evaluate performance. The desired performance
standard for each fitness-area test is the Healthy
Fitness Zone (HFZ). This standard represents
the level of fitness associated with good health.
Students should strive to achieve a score within the
HFZ for each fitness-area test.
The FITNESSGRAM performance standards
are updated on a regular basis. The current
year standards should always be used
and are included in tables throughout this
reference guide and posted as stand-alone
versions on the CDE PFT FITNESSGRAM:
Healthy Fitness Zone Charts Web page at
http://www.cde.ca.gov/ta/tg/pf/healthfitzones.asp.
2015–16 California Physical Fitness Test Reference Guide2
2 0 1 5 – 1 6
P
h y s i c a l
Each student’s performance is classified into the
HFZ or other zones, depending on the fitness area,
as follows:
Aerobic Capacity
n Healthy Fitness Zone
n Needs Improvement
n Needs Improvement – Health Risk
Body Composition
n Very Lean
n Needs Improvement
n Needs Improvement – Health Risk
Muscle Strength, Endurance, and Flexibility
n Needs Improvement
The Needs Improvement, or NI, designation
signifies a fitness area where the student’s score
is not in the HFZ and where the student would
benefit from physical activities designed to improve
performance in the designated fitness area to
achieve the HFZ. NI – Health Risk specifically
indicates increased health risks due to the
student’s level of fitness.
F
i t n e s s
T
e s t
( P F T )
Administration Videos
PFT videos that comply with California Code of
Regulations, Title 5, are provided for all thirteen
of the FITNESSGRAM tests, as described in
the current FITNESSGRAM Test Administration
Manual. The videos are available on the Modules,
Videos, and Training page of the California PFT
Web site at http://www.pftdata.org/.
Prior to watching these videos, PFT coordinators
and physical education teachers should read this
Reference Guide and test protocols, as described
in the FITNESSGRAM Test Administration Manual,
as the manual provides additional information not
reflected in these videos.
This Reference Guide describes the six fitness
areas tested by the PFT. Following each
description are tables that display the data
collection requirements, the performance standards
(i.e., HFZs) by age and gender, and, if available,
the formulas used to generate the scores.
It is also possible that some students’ scores
exceed4 the HFZ. For Body Composition, this is
designated on the FITNESSGRAM as in the Very
Lean zone. It is important that students and their
parents or guardians be aware if Body Composition
scores place them in the Very Lean zone.
4
For Body Composition, the CDE considers students who
exceed the HFZ as meeting the HFZ.
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
( P F T )
Fitness Areas and Tests
Aerobic Capacity
The Aerobic Capacity fitness area refers to the
maximum rate that oxygen can be taken into and
used by the body during exercise, which is reported
as a VO2max5 score. A 90-second video that
explains aerobic capacity and VO2 max is located
on the CDE PFT Additional Resources Web page
at http://www.cde.ca.gov/ta/tg/pf/resources.asp.
Aerobic Capacity is considered important because
of the research that associates good aerobic
capacity in adults with a reduction in many health
problems. Three test options are provided to
estimate aerobic capacity: One-Mile Run, 20-meter
(m) Progressive Aerobic Cardiovascular Endurance
Run (PACER), and Walk Test.
All three Aerobic Capacity test options (e.g.,
One-Mile Run, 20m PACER, and Walk Test) are
reported in terms of VO2max (Table 1). To calculate
VO2max for the One-Mile Run, in addition to
gender, age, and time, the student’s height and
weight must be provided. The Walk Test requires
the student’s weight along with gender, age,
and the heart rate in beats per minute. The 20m
PACER requires gender, age, and number of laps.
For most students, the collection of their height
and weight are probably already collected for
calculating their Body Mass Index (BMI). The
Cooper Institute has developed HFZ Look-Up
Tables to allow teachers to quickly estimate the
student’s BMI and VO2max scores for the One‑Mile
Run. These tables can be found on the Cooper
Institute, Youth Zone, FITNESSGRAM, New
5
FITNESSGRAM Healthy Fitness Zone Standards
Web page at http://www.cooperinstitute.org/youth/
fitnessgram/fitness-standards.cfm.
An Excel spreadsheet calculator, which
can be used to estimate BMI and VO2max
scores and includes the BMI and Aerobic
Capacity HFZs, is also available on the
CDE PFT Program Resources Web page at
Administration Tips for the
Aerobic Capacity Tests
n
Preparation for any of the tests should
include instructions and practice in pacing
and in techniques for heart rate monitoring.
n
Adequate time should be allowed for
students to warm up before taking a test
and to cool down after completing the test.
n
To avoid potential health and safety issues
with students and with generating invalid
estimates, do not administer a test in
unusually high temperatures or humidity or
when the wind is strong.
The HFZs for the Aerobic Capacity test options
of the One-Mile Run and 20m PACER begin with
age ten and those for the Walk Test begin with age
thirteen (Table 1). HFZs for students under the
age of ten are not available. Grade five students
who are nine years old will be scored using the
standards for ten year old students.
VO2max refers to the maximum oxygen consumption of an
individual during exercise. The acronym is derived from
V = volume per time; O2 = oxygen; and max = maximum.
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
( P F T )
Table 1. HFZs for Aerobic Capacity
Aerobic Capacity
One-Mile Run / 20m PACER / Walk Test
VO2max
Females
5
6
7
8
9
NI – Health Risk
NI
HFZ
NI – Health Risk
NI
HFZ
VO2max standards not available for students ages 5 through 9.
For Walk Test only, standards do not apply to students ages 10, 11, and 12.
10
≤ 37.3
37.4 – 40.1
≥ 40.2
≤ 37.3
37.4 – 40.1
≥ 40.2
11
≤ 37.3
37.4 – 40.1
≥ 40.2
≤ 37.3
37.4 – 40.1
≥ 40.2
12
≤ 37.0
37.1 – 40.0
≥ 40.1
≤ 37.6
37.7 – 40.2
≥ 40.3
13
≤ 36.6
36.7 – 39.6
≥ 39.7
≤ 38.6
38.7 – 41.0
≥ 41.1
14
≤ 36.3
36.4 – 39.3
≥ 39.4
≤ 39.6
39.7 – 42.4
≥ 42.5
15
≤ 36.0
36.1 – 39.0
≥ 39.1
≤ 40.6
40.7 – 43.5
≥ 43.6
16
≤ 35.8
35.9 – 38.8
≥ 38.9
≤ 41.0
41.1 – 44.0
≥ 44.1
17
≤ 35.7
35.8 – 38.7
≥ 38.8
≤ 41.2
41.3 – 44.1
≥ 44.2
17+
≤ 35.3
35.4 – 38.5
≥ 38.6
≤ 41.2
41.3 – 44.2
≥ 44.3
© 2013 by The Cooper Institute, Dallas, Texas. All rights reserved.
Age
Males
≥ The score is greater than or equal to the indicated value.
≤ The score is less than or equal to the indicated value.
One-Mile Run. The One-Mile Run
(Figure 1) estimates aerobic capacity from running
performance. Students are instructed to run a
mile as fast as possible. Walking is permitted for
students who cannot run the total distance. The
time taken to complete the run is recorded in
minutes and seconds. Students who do not finish
the One-Mile Run should be given a time of 59
minutes and 59 seconds. For these students, this
test will be scored Incomplete and reported as
Needs Improvement.
The equation used for estimating VO2max for
the One-Mile Run is provided in Figure 2. The
PFT data collection requirements, including the
acceptable values, for the One-Mile Run are shown
in Table 2.
Figure 1. One-Mile Run
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
Figure 2. Equation for Estimating VO2max
for the One-Mile Run6,7
( P F T )
Figure 3. 20m PACER
VO2max = (.21 * age * gender) – (.84 * BMI) –
(8.41 * time) + (.34 * time * time) + 108.94
n
Gender = 1 for males and 0 for females
nTime8
is in minutes (Convert One-Mile
Run time from minutes and seconds
to minutes for use in this equation by
dividing the seconds by 60 and adding
the resulting decimal to the minutes.)
n
BMI9 is Body Mass Index
* signifies multiplication
Table 2. PFT Data Collection Requirements for the One-Mile Run
Data
Gender
Age
Acceptable
Values
M or F
*
(minutes)
Time
(seconds)
Time
Height
(feet)
(inches)
Height
(pounds)
Weight
3 – 59
0 – 59
3–7
0 – 11
30 – 400
* Age requires collecting the student’s date of birth and first day of testing.
20m PACER or Progressive Aerobic
Cardiovascular Endurance Run. The 20m
PACER (Figure 3) estimates aerobic capacity
from the number of laps (20m in distance) that are
completed. Unlike the other two Aerobic Capacity
options, the PACER starts out easy and becomes
progressively more difficult. Students are instructed
to run as long as possible across a distance and at
a specified pace set to music played from a tape
or CD. For this test, a set of parallel lines is drawn
20 meters apart. Students start on one line, run
the distance, and touch the opposite line with one
foot. Once they hear the sound of a single beep,
students turn around and run back to the starting
line. Every minute, indicated by a triple beep, the
pace gets faster. Students continue in this manner
until they fail twice to touch the line before they
hear the single beep. In the proper administration
of the PACER, a student is allowed two form
breaks with the first form break counting as a lap.
A student who commits two form breaks after the
start of the PACER should be scored 1.
Cureton, K.J., Sloniger, M.A., O’Bannon, J.P., Black, D.M., McCormack, W.P. (1995). A generalized equation for the prediction
of VO2 peak from one-mile run/walk performance. Medicine and Science in Sports and Exercise, 27, 445–451.
7
A student’s VO2max will not be estimated if the student’s One-Mile Run time exceeds 13 minutes. The student will be
reported as Needs Improvement.
8
One-Mile Run time = One-Mile Run minutes + (One-Mile Run seconds/60) [convert One-Mile Run time to a decimal]
9
BMI = Weight / (Height * Height)
Height = .3048 * (feet) + .0254 * (inches) [convert height in feet and inches to meters]
Weight = 0.45359237 * (pounds) [convert weight in pounds to kilograms]
6
2 0 1 5 – 1 6
P
h y s i c a l
There is a 15m PACER for use with elementary
or middle school students and only if there is no
access to space that accommodates the 20m
version. There are no HFZs for Aerobic Capacity
based on the 15m PACER (Table 1); therefore,
if the 15m PACER is administered, these scores
must be converted to 20m scores, as shown in the
following example:
n
A female student, age 12, completes
16 laps on the 15m PACER. This is the
equivalent of 12 laps on the 20m PACER,
which is the score recorded for this student.
The 15m to 20m PACER conversion table can be
found in the FITNESSGRAM Test Administration
Manual.
The PFT data collection requirements, including
the acceptable values, for the 20m PACER are
shown in Table 3.
Table 3. PFT Data Collection
Requirements for the 20m PACER
Data
Gender
Age
Laps
(number)
Acceptable
Values
M or F
*
1 – 190
F
i t n e s s
T
e s t
( P F T )
includes the gender, age, and number of laps
needed to meet the PACER Healthy Fitness
Zones. FitnessGram 2015 (FG2015) is the most
current version of the FitnessGram software and
includes the changes made to the PACER equation
and BMI standards in 2013–14. FitnessGram 8
(FG8) and FG9 software is no longer available
and no longer scores student data correctly due
to these changes. It is important to upgrade
software to ensure it is properly scoring to the
latest standards. For information on upgrading
to FG2015, visit the FITNESSGRAM Web site at
http://www.fitnessgram.net/.
Walk Test. The Walk Test (Figure 4) is only for
use with students who are ages 13 or older.
This test estimates aerobic capacity from heart
rate response to a one-mile walk. Students are
instructed to walk one mile as fast as possible.
Immediately after the walk, the heart rate is
determined. This heart rate (heart beats per
minute) is used along with the total walk time
(minutes and seconds) and the weight of the
student to estimate aerobic capacity. Students who
do not finish the Walk Test should be given a time
of 59 minutes and 59 seconds. For these students,
this test will be scored Incomplete and reported as
Needs Improvement.
* Age requires collecting the student’s date of birth and
first day of testing.
Figure 4. Walk Test
The formula for scoring the PACER using laps,
age, and gender is proprietary to Human Kinetics
and The Cooper Institute; therefore, it is not
published in this guide.
To assist LEAs with local scoring, the CDE
included the PACER calculation in an
Excel spreadsheet available from the CDE
PFT Program Resources Web page at
In addition, the PACER Look-Up and Goal Setting
Table, which is available at the end of this guide,
2 0 1 5 – 1 6
P
h y s i c a l
The equation used for estimating VO2max for the
Walk Test is provided in Figure 5. The PFT data
collection requirements, including the acceptable
values, for the Walk Test are shown in Table 4.
Figure 5. Rockport Fitness Test Equation
for Estimating VO2max for the Walk Test10
VO2max = 132.853 + (6.315 * gender) –
(.0769 * weight) – (.3877 * age) –
(3.2649 * time) – (.1565 * heart rate)
n Gender = 1 for males and 0 for females
n Weight is in pounds
nTime11 is in minutes (Convert Walk
Test time from minutes and seconds
to minutes for use in this equation by
dividing the seconds by 60 and adding
the resulting decimal to the minutes.)
n Heart rate is beats per minute
F
i t n e s s
T
e s t
( P F T )
to his or her height. This component of fitness
is considered important because excessive fat
content is associated with health problems,
such as coronary heart disease, stroke, and
diabetes. FITNESSGRAM provides three test
options to estimate body composition: Skinfold
Measurements, Bioelectric Impedance Analyzer,
and Body Mass Index.
The HFZs for the body composition test options
all begin with age five (Tables 7 and 9). These
standards reflect the natural developmental trends
for females and males, with boys gaining muscle
with age and girls tending to gain body fat through
the adolescent years.
Body Composition Tests
n
Body Composition
Privacy should be provided to the student
when measuring a student’s height and/or
weight.
We only use height and
weight for the Body
Composition test.
The Body Composition fitness area targets the
various factors that contribute to an individual’s
total weight (i.e., percent of muscle, bone,
organ, and fat content). Body Composition
assessments estimate the level of body fat or
the appropriateness of student’s weight relative
Table 4. PFT Data Collection Requirements for the Walk Test
Data
Gender
Age
Acceptable
Values
M or F
*
Time
Time
Heart Rate
Weight
(minutes)
(seconds)
(# beats per minute)
(pounds)
3 – 59
0 – 59
30 – 250
30 – 400
* Age requires collecting the student’s date of birth and first day of testing.
Kline, G.M., Porcari, J.P, Hintermeister, R., Freedson, P.S., Ward, A., McCarron, R.F. et al. (1987). Estimation of VO2max
from a one-mile track walk, gender, age, and body weight. Medicine and Science in Sports and Exercise, 19(3), 253–259.
11
Walk Test time = Walk Test minutes + Walk Test seconds/60 [convert Walk Test time to decimal]
10
Pages 9 and 10 were intentionally removed.
2 0 1 5 – 1 6
P
h y s i c a l
Body Mass Index. The Body Mass Index
(Figure 9), which is commonly referred to as the
BMI, is not an estimate of body fat. Instead, it
provides information on the appropriateness of a
student’s weight relative to his or her height. The
Body Mass Index is not the recommended body
composition test particularly for some students with
high muscle mass; however, it is available because
there may be local policies limiting skinfold
measurements.
Figure 9. Body Mass Index
The equation used
for estimating
Body Mass Index
is provided in
Figure 10. The
PFT data collection
requirements,
including the
acceptable values,
for Body Mass
Index are shown in
F
i t n e s s
T
e s t
( P F T )
Table 8. (The height and weight data is also used in
the estimation of VO2max for the One-Mile Run and
20m PACER.) The HFZs that apply to the Body
Mass Index are provided in Table 9.
Figure 10. Equation for
Estimating Body Mass Index
BMI = Weight / (Height * Height)
n Height = .3048 * (feet) + .0254 * (inches)
[convert height in feet and inches to
meters]
n Weight = 0.45359237 * (pounds) [convert
weight in pounds to kilograms]
Requirements for Body Mass Index
Data
Gender Age
Acceptable
M or F
Values
*
Height Height
Weight
(feet)
(inches)
(pounds)
3–7
0 – 11
30 – 400
* Age requires collecting the student’s date of birth
and first day of testing.
Table 9. HFZs for Body Mass Index14
Body Composition
NI –
Age
Health Risk
5
6
7
8
9
10
11
12
13
14
15
16
17
17+
≥ 18.5
≥ 19.2
≥ 20.2
≥ 21.2
≥ 22.4
≥ 23.6
≥ 24.7
≥ 25.8
≥ 26.8
≥ 27.7
≥ 28.5
≥ 29.3
≥ 30.0
≥ 30.0
NI
HFZ
≥ 16.9
≥ 17.3
≥ 18.0
≥ 18.7
≥ 19.5
≥ 20.4
≥ 21.3
≥ 22.2
≥ 23.0
≥ 23.7
≥ 24.4
≥ 24.9
≥ 25.0
≥ 25.0
16.8 – 13.6
17.2 – 13.5
17.9 – 13.6
18.6 – 13.7
19.4 – 14.0
20.3 – 14.3
21.2 – 14.7
22.1 – 15.2
22.9 – 15.7
23.6 – 16.2
24.3 – 16.7
24.8 – 17.1
24.9 – 17.5
24.9 – 17.8
Very
Lean
≤ 13.5
≤ 13.4
≤ 13.5
≤ 13.6
≤ 13.9
≤ 14.2
≤ 14.6
≤ 15.1
≤ 15.6
≤ 16.1
≤ 16.6
≤ 17.0
≤ 17.4
≤ 17.7
14
NI –
Health Risk
≥ 18.1
≥ 18.8
≥ 19.6
≥ 20.6
≥ 21.6
≥ 22.7
≥ 23.7
≥ 24.7
≥ 25.6
≥ 26.5
≥ 27.2
≥ 27.9
≥ 28.6
≥ 29.3
Males
NI
HFZ
≥ 16.9
≥ 17.2
≥ 17.7
≥ 18.3
≥ 19.0
≥ 19.8
≥ 20.6
≥ 21.4
≥ 22.3
≥ 23.1
≥ 23.8
≥ 24.6
≥ 25.0
≥ 25.0
16.8 – 13.9
17.1 – 13.8
17.6 – 13.8
18.2 – 14.0
18.9 – 14.2
19.7 – 14.5
20.5 – 14.9
21.3 – 15.3
22.2 – 15.8
23.0 – 16.4
23.7 – 16.9
24.5 – 17.5
24.9 – 18.1
24.9 – 18.6
Very
Lean
≤ 13.8
≤ 13.7
≤ 13.7
≤ 13.9
≤ 14.1
≤ 14.4
≤ 14.8
≤ 15.2
≤ 15.7
≤ 16.3
≤ 16.8
≤ 17.4
≤ 18.0
≤ 18.5
Body Mass Index
Females
A Body Mass Index, or BMI, that falls below the range included in the HFZ is identified as Very Lean. Although the CDE
considers these scores to be in the HFZ, students falling into the Very Lean category should be informed of this designation
and told that being too lean may not be best for optimal health.
2 0 1 5 – 1 6
P
h y s i c a l
Muscle Strength, Endurance,
and Flexibility
The muscle strength, endurance, and flexibility
fitness area determines the health status of
the musculoskeletal system (i.e., muscles and
bones throughout the body). Balanced, healthy
functioning of this system requires that muscles
work forcefully (i.e., strength), over a period of time
(i.e., endurance), and be flexible enough to have
a full range of motion at the joints (i.e., flexibility).
This component of fitness is important, because
it can reduce potential restrictions in independent
living as adults (e.g., chronic lower back pain).
F
i t n e s s
T
e s t
( P F T )
In the proper administration of the Curl-Up, a
student is allowed two form breaks with the first
form break counting as a repetition. A student who
commits two form breaks immediately after the
start of the Curl-Up should be scored 1.
Administration Tips for the Curl-Up
To determine the health level of the
musculoskeletal system, four major areas are
tested: (1) abdominal strength and endurance, (2)
trunk extensor strength and flexibility, (3) upper
body strength and endurance, and (4) flexibility.
Abdominal Strength and Endurance
Abdominal strength and endurance are
important in promoting good posture and correct
pelvic alignment. The latter is important in the
maintenance of lower back health. The Curl-Up
(Figure 11) is the only test that is used to determine
this area of fitness.
n
Allow students to practice and learn the
correct Curl-Up form.
n
Curl-Up movements should be rhythmical
(i.e., with the cadence) and continuous.
Pauses and rest periods are not allowed.
n
Students should reposition themselves if
the body moves and the head does not
contact the mat at the appropriate spot or
the measuring strip moves out of position.
n
Students should be stopped after four
minutes.
Figure 11. Curl-Up
Curl-Up. Students are to complete as many
Curl-Ups as possible (to a maximum of 75), at a
specified pace of about one Curl-Up every three
seconds. The pace should be called or played on
a prerecorded tape or CD. The FITNESSGRAM
Test Administration Manual supplies a CD with
cadences for the Curl-Up. (Cadences help students
with pacing their movements.) On a mat, students
lie on their backs with their knees bent at a 140o
angle, feet flat on the mat and their hands at their
sides, palms face down. Moving slowly, students
curl up, sliding fingers across a measuring strip
on the mat, and then curl back down until the
head touches the mat. Students are stopped after
reaching 75 Curl-Ups, when the second form break
occurs, or at four minutes.
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
( P F T )
Figure 12. Trunk Lift
the acceptable values, for the Curl-Up are shown
in Table 10. The HFZs for the Curl-Up are shown in
Table 11.
Requirements for the Curl-Up
Data
Gender
Age
Acceptable
Values
M or F
*
Curl-Ups
(# completed)
1 – 75
* Age requires collecting the student’s date of birth and first
day of testing.
Table 11. HFZs for the Curl-Up
Age
Females
Males
5
≥2
≥2
6
≥2
≥2
7
≥4
≥4
8
≥6
≥6
9
≥9
≥9
10
≥ 12
≥ 12
11
≥ 15
≥ 15
12
≥ 18
≥ 18
13
≥ 18
≥ 21
14
≥ 18
≥ 24
15
≥ 18
≥ 24
16
≥ 18
≥ 24
17
≥ 18
≥ 24
17+
≥ 18
≥ 24
Curl-Up
(# completed)
source of disability and discomfort in the United
States. Although risks of developing back pain are
greater with age, awareness and attention to trunk
musculature at an early age is important to reduce
future risks. The Trunk Lift (Figure 12) is the only
test used to determine this area of fitness.
Trunk Lift. While lying face down on a mat,
students are asked to slowly lift the upper body
off the floor, using the muscles of the back, to a
maximum of 12 inches. Students need to hold
the position for measurement (i.e., distance from
the floor to the student’s chin), which is recorded
in whole inches only. During the test, students
should be instructed to keep their eyes focused
on a spot on the floor. Once the measurement is
made, the student returns to the starting position. A
second trial is conducted, and the highest score is
recorded.
Administration Tips for the Trunk Lift
n
Students should not bounce during the test.
n
Providing a spot on the floor for the student
to focus on should assist the student in
maintaining the head in the proper position.
n
As a safety precaution, students should
not be encouraged to lift higher than 12
inches since excessive arching of the back
may harm the student by compressing the
intervertebral disks.
≥ The score is greater than or equal to the
indicated value.
Trunk Extensor Strength and Flexibility
Trunk extensor strength and flexibility is an
important component of fitness because it predicts
first time and recurrent lower back pain – a major
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
( P F T )
the acceptable values, for the Trunk Lift are shown
in Table 12. The HFZs for the Trunk Lift are shown
in Table 13.
maintenance of functional health and good posture.
Three options are available to determine upper body
strength: Push-Up, Modified Pull-Up, and Flexed-Arm
Hang.
Requirements for the Trunk Lift
Push-Up. Students are instructed to complete as
many 90º Push-Ups (Figure 13) as possible at a
specified pace (of about one push-up every three
seconds), up to a maximum of 75. The pace should
be called or played on a prerecorded CD. The
FITNESSGRAM Test Administration Manual supplies
a CD with cadence for the Push-Up. (Cadences help
students with pacing their movements.) Students
are stopped after reaching 75 Push-Ups, when the
second form break occurs, at four minutes, or when
they experience extreme discomfort.
Data
Gender
Age
Acceptable
Values
M or F
*
Trunk Lift
(# of inches)
0 – 12
* Age requires collecting the student’s date of birth and
first day of testing.
Table 13. HFZs for the Trunk Lift
In the proper administration of the Push-Up, a
student is allowed two form breaks with the first
commits two form breaks immediately after the start
of the Push-Up should be scored 1.
Trunk Lift
(# of inches)
Females
Males
5
6 – 12
6 – 12
6
6 – 12
6 – 12
7
6 – 12
6 – 12
8
6 – 12
6 – 12
9
6 – 12
6 – 12
10
9 – 12
9 – 12
11
9 – 12
9 – 12
12
9 – 12
9 – 12
13
9 – 12
9 – 12
14
9 – 12
9 – 12
15
9 – 12
9 – 12
16
9 – 12
9 – 12
17
9 – 12
9 – 12
17+
9 – 12
9 – 12
Administration Tips for the Push-Up
Age
n
Allow students to practice and learn the
correct Push-Up form.
n
Females and males follow the same protocol.
The PFT data collection requirements, including the
acceptable values, for the Push-Up are shown in
Table 14. The HFZs for the Push-Up are shown in
Table 15.
Figure 13. Push-Up
Upper Body Strength and Endurance
Upper body strength and endurance is an
important fitness area that contributes to the
2 0 1 5 – 1 6
P
h y s i c a l
Requirements for the Push-Up
Data
Gender
Age
Acceptable
Values
M or F
*
90º Push-Up
(# completed)
1 – 75
* Age requires collecting the student’s date of birth and first
day of testing.
Table 15. HFZs for the Push-Up
F
i t n e s s
Figure 14. Modified Pull-Up
Males
≥3
≥3
6
≥3
≥3
7
≥4
≥4
8
≥5
≥5
9
≥6
≥6
10
≥7
≥7
11
≥7
≥8
12
≥7
≥ 10
13
≥7
≥ 12
14
≥7
≥ 14
15
≥7
≥ 16
16
≥7
≥ 18
17
≥7
≥ 18
17+
≥7
≥ 18
5
( P F T )
In the proper administration of the Modified Pull-Up,
a student is allowed two form breaks with the first
commits two form breaks immediately after the start
of the Modified Pull-Up should be scored 1.
90º Push-Up
(# completed)
Females
e s t
the bar and pull up their upper bodies until the chin
reaches a specified level, marked by an elastic
band. Students are stopped when the second form
break occurs. The number of Modified Pull-Ups is
recorded.
Age
T
indicated value.
Modified Pull-Up. For the Modified Pull-Up
(Figure 14), students are instructed to successfully
complete as many Modified Pull-Ups as possible.
Students perform the Modified Pull-Up by lying on
their backs directly under a bar. Students grasp
Administration Tips for the Modified Pull-Up
n
Only arm movement is allowed. The body
should be kept straight.
n
Movement should be rhythmical and
continuous. Students may not stop to rest.
the acceptable values, for the Modified Pull-Up are
shown in Table 16. The HFZs for the Modified PullUp are shown in Table 17.
2 0 1 5 – 1 6
P
h y s i c a l
Requirements for the Modified Pull-Up
F
i t n e s s
T
e s t
( P F T )
Administration Tips for the Flexed-Arm Hang
Data
Gender
Age
Modified Pull-Up
Acceptable
Values
M or F
*
1 – 75
(# completed)
*Age requires collecting the student’s date of birth and first
day of testing.
Table 17. HFZs for the Modified Pull-Up
n
The body should not swing during the test.
n
Only one trial is permitted unless the
examiner believes that the student has not
had a fair opportunity to perform one trial.
the acceptable values, for the Flexed-Arm Hang
are shown in Table 18. The HFZs for the FlexedArm Hang are shown in Table 19.
Figure 15. Flexed-Arm Hang
Modified Pull-Up
(# completed)
Females
Males
5
≥2
≥2
6
≥2
≥2
7
≥3
≥3
8
≥4
≥4
9
≥4
≥5
10
≥4
≥5
11
≥4
≥6
12
≥4
≥7
13
≥4
≥8
14
≥4
≥9
15
≥4
≥ 10
16
≥4
≥ 12
17
≥4
≥ 14
17+
≥4
≥ 14
Age
Requirements for the Flexed-Arm Hang
indicated value.
Flexed-Arm Hang. For the Flexed-Arm Hang
(Figure 15), students are instructed to hang by
the arms with their chin above a bar as long as
possible. Students are stopped when the chin
drops below the bar or when a form break occurs.
The length of time hanging is recorded in seconds.
Data
Gender
Age
Acceptable
Values
M or F
*
Flexed-Arm Hang
(# of seconds)
0 – 90
day of testing.
2 0 1 5 – 1 6
P
h y s i c a l
Table 19. HFZs for the Flexed-Arm Hang
Flexed-Arm Hang
(# of seconds)
Males
5
≥2
≥2
6
≥2
≥2
7
≥3
≥3
8
≥3
≥3
9
≥4
≥4
10
≥4
≥4
11
≥6
≥6
12
≥7
≥ 10
13
≥8
≥ 12
14
≥8
≥ 15
15
≥8
≥ 15
16
≥8
≥ 15
17
≥8
≥ 15
17+
≥8
≥ 15
Females
i t n e s s
T
e s t
( P F T )
is flat against front side of the box needed for this
test) and the right leg bent, the student reaches
forward with both hands along the scale of the
box. The student reaches four times and holds the
position on the fourth reach for at least one second.
The distance the student reaches is recorded to the
nearest inch and to a maximum of 12 inches. To
measure reach distance with the other side of the
body, the same procedure is repeated with the
extended and bent legs switched. The scores are
recorded separately for the two sides of the body.
To be in the HFZ for the Back-Saver Sit and Reach,
the student should meet the reach criteria using
both the left and right sides of the body.
Age
F
Back-Saver Sit and Reach
indicated value.
Flexibility
Flexibility of the joints, both in the upper and lower
body, is an important component of health-related
fitness. People benefit from increased flexibility
on a daily basis, both in routine tasks and those
associated with more rigorous physical activity.
Two options are available to determine a student’s
flexibility: Back-Saver Sit and Reach and Shoulder
Stretch.
n
The knee of the extended leg should
remain straight. The examiner may place
one hand on the student’s knee as a
reminder to keep the knee straight. As a
safety precaution, care should be taken
not to push or use force to hold down the
student’s knee.
n
Hips must remain square to the box. Do not
allow the student to turn the hip away from
the box as he or she reaches.
n
As a safety precaution, reach performance
should be limited to 12 inches.
Figure 16. Back-Saver Sit and Reach
Back-Saver Sit and Reach. The Back-Saver Sit
and Reach (Figure 16) predominantly measures
the flexibility of the hamstring muscles. Students
are instructed to reach the specified distance on
the left and right sides of the body. Starting in a
sitting position, with the left leg extended (the foot
2 0 1 5 – 1 6
P
h y s i c a l
the acceptable values, for the Back-Saver Sit and
Reach are shown in Table 20. The HFZs for the
Back-Saver Sit and Reach are shown in Table 21.
Table 20. PFT Data Collection Requirements
for the Back-Saver Sit and Reach
Data
Acceptable
Values
Side
Gender Age (#Left
of inches)
M or F
*
F
i t n e s s
Right Side
Data
Right Side
Yes or No
Yes or No
Table 23. HFZs for the Shoulder Stretch
(# of inches)
Age
Females & Males
All
Touching the fingertips together
behind the back on both the left and
right sides.
Males
8
8
8
8
8
8
8
8
8
8
8
8
8
8
*
Left Side
P = Pass; F = Fail
Flexibility
Females
9
9
9
9
9
9
10
10
10
10
12
12
12
12
Gender Age
day of testing.
Table 21. HFZs for the
Age
5
6
7
8
9
10
11
12
13
14
15
16
17
17+
( P F T )
Acceptable
M or F
Values
0 – 12
day of testing.
e s t
the acceptable values, for the Shoulder Stretch
are shown in Table 22. The HFZs for the Shoulder
Stretch are shown in Table 23.
You will enter "P"
or "F" in Aeries.net.
Requirements for the Shoulder Stretch
(# of inches)
0 – 12
T
Figure 17. Shoulder Stretch
Shoulder Stretch. The Shoulder Stretch
(Figure 17) measures upper body flexibility.
Students are instructed to touch the fingertips
together behind the back with one hand reaching
over the shoulder and the other under the elbow.
Both shoulders are tested and each is recorded
separately.
2 0 1 5 – 1 6
P
h y s i c a l
F
i t n e s s
T
e s t
( P F T )
General Administration Information
Suggestions for PFT Administration
Most of the FITNESSGRAM tests can be
administered in a space equivalent to the size
of most classrooms. The test options for Aerobic
Capacity require the greatest amount of space.
One of these options, the PACER, requires a space
that can accommodate the 15m or 20m distance
needed to carry out the test. Schools with limited
space may consider using one of the following
options:
n
Classrooms, lunchrooms, auditoriums, or
other similar spaces
n
Physical education facilities on other school
campuses
n
Local park and recreation facilities
Testing Students with Disabilities
Certain variations or accommodations may
be provided for students with disabilities who
need special assistance on the PFT. Variations
and accommodations should be specified
in the student’s individualized education
program (IEP) or Section 504 plan. Matrix 2.
Matrix of Variations, Accommodations, and
Modifications for Administration of the CAHSEE,
CELDT, and PFT provides a list of the types
of variations and accommodations that are
available for the PFT. This matrix is posted on
the CDE Assessment Information Web page at
http://www.cde.ca.gov/ta/tg/ai/ under the “General
Information & Calendars” tab.
modifications. If certain physical fitness components
are deemed important as a dimension in physical
education, they are equally important for all
students. Therefore, teachers needing assistance
with test variations should contact the High School
and Physical Fitness Assessment Office by phone at
916‑445‑9449 or by e-mail at [email protected].
Administration Resources
The FITNESSGRAM Test Administration Manual
can be purchased from US Games by phone at
1-800-327-0484. The manual includes a DVD of
all the test protocols and a CD (which may be
purchased separately) with the pace or cadences
for the 15m and 20m PACER, Curl-Up, and PushUp. In addition, due to the availability of the 15m
PACER, there is a conversion table for converting
the 15m laps to 20m laps for PACER scoring
purposes. This conversion table can be found in the
FITNESSGRAM Test Administration Manual.
FITNESSGRAM software may be purchased by
calling 1-800-327-0484 and the customer should ask
if the FITNESSGRAM Test Administration Manual
is included with the purchase of the software.
Additional information about FITNESSGRAM
products is available on the FITNESSGRAM Web
site at http://www.fitnessgram.net/.
FITNESSGRAM is intended for use with students
with disabilities who do not require modifications.
Teachers will, in some situations, be working
with students with disabilities who do require
More Information
More information about the PFT and the
FITNESSGRAM are available on the California
PFT Web site at http://www.pftdata.org/. This
Web site has a Modules, Videos, and Training
Web page containing videos and materials that
may be used by PFT coordinators and physical
education teachers to better understand the
content and requirements of the PFT and the
FITNESSGRAM.
25
27
30
32
13
14
15
16
54
≥ 44.3
≥ 44.2
2
1
The FITNESSGRAM and Healthy Fitness Zone (HFZ) are registered trademarks of The Cooper Institute.
VO2max refers to the maximum oxygen consumption of an individual during exercise. The acronym is derived from V = volume per time; O2 = oxygen; and max = maximum.
Note: The information in this table should not be used to attempt to derive a formula for calculating VO2max from PACER laps. The
VO2max values establish the HFZ for the gender and age and are not the exact VO2max values that would be obtained from the
number of laps displayed.
≥ 38.6
50
≥ 44.1
≥ 43.6
≥ 42.5
≥ 41.1
≥ 40.3
e s t
≥ 38.8
47
42
36
29
23
≥ 40.2
T
≥ 38.9
≥ 39.1
≥ 39.4
≥ 39.7
≥ 40.1
20
i t n e s s
38
23
12
≥ 40.2
≥ 40.2
F
17+
20
11
17
Aerobic Capacity HFZ
VO2max
Males
h y s i c a l
35
17
10
Minimum Number of 20m
PACER Laps
Males
P
17
VO2max
Minimum Number of
20m PACER Laps
Age
≥ 40.2
Females
Females
Beginning with 2013–14, the PACER, which is one of the three Aerobic Capacity test options available in the FITNESSGRAM1,
is based on student gender, age, and laps only. This table provides the minimum number of 20-meter (20m) laps that males and
females need to achieve the Healthy Fitness Zone (HFZ) for the PACER, which is still reported in terms of VO2max2. Although
students can set goals based on the minimum number of PACER laps, teachers are encouraged to discuss the importance of
aerobic capacity and to ensure that students understand how VO2max is influenced by gender and age.
Progressive Aerobic Cardiovascular Endurance Run (PACER)
Look-Up and Goal Setting Table
2 0 1 5 – 1 6
( P F T )
Entering Test
Scores in
Aeries.net
Instructions:
Use the data entry table on the following page as a guide when entering scores in Aeries. Once
scores are entered in Aeries, notify your PFT test site coordinator. A detailed error report will be
generated by the Assessment and Evaluation Department and sent to the PFT test site
coordinator. The PFT test site coordinator will share with test administrators (teachers) the
errors that need to be corrected. Teachers are responsible for correcting data entry errors
in ABI.
The testing vendor will not accept the District’s test data file if it contains errors.
Physical Fitness Data Entry Rules for Aeries.net
The rules below should be used as you enter student results in Aeries.net. To ensure data is entered accurately, data discrepancy reports will be distributed back to the schools
and teachers (or in special circumstances, site physical fitness test coordinators) will make the necessary data cleanup and/or adjustments in Aeries.net).
Option Area
Aeries.net
Required Fitness Area
(Enter scores for only ONE
Entry Field
Data Accepted
Acceptable Data
Other Aeries.net Data Entry Notes
option area per fitness area)
Range
Height – ft
Numeric – 2 digits
3–7
Required for all students (this is
Height-Weight –
Body Composition –
required for Body Composition and is
Height – in
0 – 11
Data needed in all three
Data needed in ALL THREE
also used for determining Aerobic
fields
Weight – lbs
030 – 400
(3) fields
Capacity)
IF you enter data for the Pacer, THEN
Number of laps
001 – 190
you will not enter data for the Mile-Run
20m Pacer
or the Walk Test
Data for minutes and seconds must be
Numeric – Enter number of
entered.
3 – 59 minutes
One-Mile Run –
Mile – minutes and seconds
minutes and seconds (2 digits for
IF you enter data for the Mile-Run,
0 – 59 seconds
Data needed in both fields
Aerobic Capacity –
THEN you will not enter data for the
minutes, and 2 digits for seconds)
Data entered ONLY in ONE
Pacer or the Walk Test
(1) option area
Data for minutes, seconds, and heart
Numeric – Enter number of
03 – 59 minutes
rate must be entered.
Mile – minutes and seconds
minutes and seconds (2 digits for
Walk Test –
0 – 59 seconds
minutes, and 2 digits for seconds)
Option available ONLY for
IF you enter data for the Walk Test
students 13 years old and
1-minute Heart Rate – taken
THEN you will not enter data for the
older.
030–250
immediately after the walk test
Pacer or the Mile Run.
IF you enter data for Push ups THEN
Total Number
01 – 75 (Max = 75)
you will not enter data for the Flexed
Push ups
arm hang or the Modified pull ups
Upper Body Strength &
IF you enter data for the Flexed arm
Endurance Seconds
0 – 90 (Max = 90)
hang THEN you will not enter data for
Flexed arm hang
Push ups or Modified pull ups
(1) option area
IF you enter data for Modified pull ups
Total Number
01 – 75 (Max = 75)
THEN you will not enter data for
Modified pull ups
Flexed arm hang or Push ups
0 – 12 Left
IF you enter data for Back-Saver Sit &
Inches (left)
0 – 12 Right
Reach THEN you will not enter data
Sit & Reach
Numeric – 2 digits for each side
for Shoulder Stretch. Measurements for
Inches (right)
(Left and Right)
Flexibility –
(Max = 12)
left and right are required.
IF you enter data for Shoulder Stretch
LEFT - P(ass), F(ail)
P or F - Left
(1) option area
THEN you will not enter data for BackP or F (Pass or Fail)
Shoulder Stretch
RIGHT - P(ass), F(ail)
P or F - Right
Saver Sit and Reach Measurements for
(Left and Right)
left and right are required.
If a student cannot complete one curlAbdominal Strength &
Total Number
01 – 75 (Max = 75)
Curl-ups
up, the score is “01”.
Endurance
Trunk Extensor
Strength & Endurance
Trunk lifts
Total height in inches
0 – 12 (Max = 12)
12 is the highest possible score.
* Please review all entries as discrepancy reports will be sent via email to notify teachers of needed data corrections.
Entering Physical Fitness Scores in Aeries.net
Please review the accompanying Physical Fitness Data Entry Rules document. To ensure data is
entered as accurately as possible, data discrepancy reports will be distributed back to schools. Teachers
(or in special circumstances, site physical fitness test coordinators) will make the necessary data cleanup
and/or adjustments in Aeries.net).
1. Log on to Aeries.net
https://aeriesnet.tustin.k12.ca.us/aeries.net/Login.aspx?page=default.aspx
2. Click and select Physical Fitness.
Page 1 of 3
3. Enter your students’ scores in the appropriate boxes – remember to fill in scores for each
fitness area tested. Add the First Test Date for each student. This is very important
because students’ scores are directly tied to their age at the time of testing.
Elementary School View:
Secondary School View:
Reminder! Only record scores for ONE test for each fitness area.
Also…If a test requires scores for both sides (Left and Right), both Left and Right scores need
to be entered for that test. Do not mix Left and Right sides for different tests. In other words, DO
NOT enter the score for the Left Back Saver Sit and Reach and the Right Shoulder Stretch.
Page 2 of 3
4. If a student didn’t test in one or more fitness areas, click on the Issues down arrow to get
a drop down menu. Click on the reason code.
5. New inputs and changes will be Saved automatically. Print two copies, one for your
records and give the other copy to your Physical Fitness Test site coordinator.
Page 3 of 3
Healthy
Fitness Zones
and
Conversion
Tables
25
27
30
32
13
14
15
16
54
≥ 44.3
≥ 44.2
2
1
VO2max refers to the maximum oxygen consumption of an individual during exercise. The acronym is derived from V = volume per time; O2 = oxygen; and max = maximum.
Note: The information in this table should not be used to attempt to derive a formula for calculating VO2max from PACER laps. The
VO2max values establish the HFZ for the gender and age and are not the exact VO2max values that would be obtained from the
number of laps displayed.
≥ 38.6
50
≥ 44.1
≥ 43.6
≥ 42.5
≥ 41.1
≥ 40.3
e s t
≥ 38.8
47
42
36
29
23
≥ 40.2
T
≥ 38.9
≥ 39.1
≥ 39.4
≥ 39.7
≥ 40.1
20
i t n e s s
38
23
12
≥ 40.2
≥ 40.2
F
17+
20
11
17
VO2max
Males
h y s i c a l
35
17
10
Minimum Number of 20m
PACER Laps
Males
P
17
VO2max
Minimum Number of
20m PACER Laps
Age
≥ 40.2
Females
Females
Beginning with 2013–14, the PACER, which is one of the three Aerobic Capacity test options available in the FITNESSGRAM1,
is based on student gender, age, and laps only. This table provides the minimum number of 20-meter (20m) laps that males and
females need to achieve the Healthy Fitness Zone (HFZ) for the PACER, which is still reported in terms of VO2max2. Although
students can set goals based on the minimum number of PACER laps, teachers are encouraged to discuss the importance of
aerobic capacity and to ensure that students understand how VO2max is influenced by gender and age.
Progressive Aerobic Cardiovascular Endurance Run (PACER)
Look-Up and Goal Setting Table
2 0 1 5 – 1 6
( P F T )
ED
U
TE
OF
C A LI
FO
h y s i c a l
F
i t n e s s
T
e s t
(PFT)
FITNESSGRAM Performance Standards
N
ST
A
2015–16 P
IA
DEP
AR
OF
N
T IO
CA
T
EN
TM
R
1
For each test area, the FITNESSGRAM uses the Healthy Fitness Zone (HFZ) to evaluate fitness performance. The performance goal for all test areas is the HFZ which
represents a level of fitness that offers protection against the diseases that result from sedentary living. If the performance goal is not met, the results are classified as
Needs Improvement (NI) or, for Aerobic Capacity and Body Composition, Very Lean (Body Composition only) or Needs Improvement-Health Risk (NI-HR). Note: There are
no changes to the performance standards for the 2015–16 school year.
Females
Aerobic Capacity
Body Composition3
Body Mass Index
VO2max (ml/kg/min)2
Age
5
6
7
8
9
10
11
12
13
14
15
16
17
17+
NI – Health
Risk
NI
NI – Health
Risk
HFZ
≥ 18.5
≥ 19.2
≥ 20.2
≥ 21.2
≥ 22.4
≥ 23.6
≥ 24.7
≥ 25.8
≥ 26.8
≥ 27.7
≥ 28.5
≥ 29.3
≥ 30.0
≥ 30.0
VO2max standards not available for
students ages 5 through 94. For Walk
Test only, standards also not available
for students ages 10, 11, and 12.
≤ 37.3
≤ 37.3
≤ 37.0
≤ 36.6
≤ 36.3
≤ 36.0
≤ 35.8
≤ 35.7
≤ 35.3
37.4 – 40.1
37.4 – 40.1
37.1 – 40.0
36.7 – 39.6
36.4 – 39.3
36.1 – 39.0
35.9 – 38.8
35.8 – 38.7
35.4 – 38.5
≥ 40.2
≥ 40.2
≥ 40.1
≥ 39.7
≥ 39.4
≥ 39.1
≥ 38.9
≥ 38.8
≥ 38.6
NI
HFZ
Very Lean
≥ 16.9
≥ 17.3
≥ 18.0
≥ 18.7
≥ 19.5
≥ 20.4
≥ 21.3
≥ 22.2
≥ 23.0
≥ 23.7
≥ 24.4
≥ 24.9
≥ 25.0
≥ 25.0
16.8 – 13.6
17.2 – 13.5
17.9 – 13.6
18.6 – 13.7
19.4 – 14.0
20.3 – 14.3
21.2 – 14.7
22.1 – 15.2
22.9 – 15.7
23.6 – 16.2
24.3 – 16.7
24.8 – 17.1
24.9 – 17.5
24.9 – 17.8
≤ 13.5
≤ 13.4
≤ 13.5
≤ 13.6
≤ 13.9
≤ 14.2
≤ 14.6
≤ 15.1
≤ 15.6
≤ 16.1
≤ 16.6
≤ 17.0
≤ 17.4
≤ 17.7
The FITNESSGRAM and Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute.
VO2max reflects the maximum rate that oxygen can be taken up and utilized by the body during exercise. It is estimated by utilizing the student’s height, weight, and other specific information, which is based on the test option (i.e., One-Mile
Run, 20m PACER, or Walk Test) administered. The calculation procedures are found in the Reference Guide on the California Physical Fitness Test (PFT) Resources Web page at http://www.pftdata.org/resources.aspx.
1
2
3
For Body Composition, the California Department of Education (CDE) considers a student who exceeds the HFZ as meeting the HFZ. Exceeding the HFZ means obtaining a score less than a number on the lower end or right side of the
HFZ.
4
Grade five students age 9 with time or laps reported have a VO2max calculated and are compared to the HFZ for students age 10. If a One-Mile Run time or PACER laps are reported for grade five students less than age 9, a VO2max will not
be calculated, but the student will be reported in the HFZ.
1 of 4
California Department of Education • October 2015
ED
U
F
i t n e s s
T
e s t
(PFT)
OF
C A LI
FO
R
Females
Age
Abdominal
Strength and
Endurance
Trunk Extensor
Strength and
Flexibility
Curl-Up
Trunk Lift
# completed
up to max of 75
# of inches
up to max of 12
Upper Body Strength
and Endurance
90o Push-Up
# completed
up to max of 75
Flexibility
Modified
Pull-Up
Flexed-Arm Hang
# completed
up to max of 75
# of seconds
up to max of 90
Back-Saver
Sit & Reach5
# of inches
up to max of 12
5
≥2
6 – 12
≥3
≥2
≥2
9
6
≥2
6 – 12
≥3
≥2
≥2
9
7
≥4
6 – 12
≥4
≥3
≥3
9
8
≥6
6 – 12
≥5
≥4
≥3
9
9
≥9
6 – 12
≥6
≥4
≥4
9
10
≥ 12
9 – 12
≥7
≥4
≥4
9
11
≥ 15
9 – 12
≥7
≥4
≥6
10
12
≥ 18
9 – 12
≥7
≥4
≥7
10
13
≥ 18
9 – 12
≥7
≥4
≥8
10
14
≥ 18
9 – 12
≥7
≥4
≥8
10
15
≥ 18
9 – 12
≥7
≥4
≥8
12
16
≥ 18
9 – 12
≥7
≥4
≥8
12
17
≥ 18
9 – 12
≥7
≥4
≥8
12
17+
≥ 18
9 – 12
≥7
≥4
≥8
12
Shoulder Stretch
Touching
fingertips
together behind
the back on both
the right and left
sides.
TE
h y s i c a l
N
ST
A
2015–16 P
IA
DEP
AR
OF
N
T IO
CA
T
EN
TM
5
Student must reach the distance on both the right and left sides to achieve the HFZ.
2 of 4
ED
U
TE
OF
C A LI
FO
h y s i c a l
F
i t n e s s
T
e s t
(PFT)
N
ST
A
2015–16 P
IA
DEP
AR
OF
N
T IO
CA
T
EN
TM
R
1
For each test area, the FITNESSGRAM uses the Healthy Fitness Zone (HFZ) to evaluate fitness performance. The performance goal for all test areas is the HFZ which
represents a level of fitness that offers protection against the diseases that result from sedentary living. If the performance goal is not met, the results are classified as
Needs Improvement (NI) or, for Aerobic Capacity and Body Composition, Very Lean (Body Composition only) or Needs Improvement-Health Risk (NI-HR). Note: There are
no changes to the performance standards for the 2015–16 school year.
Males
Aerobic Capacity
Body Composition3
Skinfold Measurements /
Bioelectric Impedance Analyzer
VO2max (ml/kg/min)
Age
5
6
7
8
9
10
11
12
13
14
15
16
17
17+
NI – Health
Risk
NI
2
HFZ
VO2max standards not available for
students ages 5 through 94. For Walk
Test only, standards also not available
for students ages 10, 11, and 12.
≤ 37.3
≤ 37.3
≤ 37.6
≤ 38.6
≤ 39.6
≤ 40.6
≤ 41.0
≤ 41.2
≤ 41.2
37.4 – 40.1
37.4 – 40.1
37.7 – 40.2
38.7 – 41.0
39.7 – 42.4
40.7 – 43.5
41.1 – 44.0
41.3 – 44.1
41.3 – 44.2
≥ 40.2
≥ 40.2
≥ 40.3
≥ 41.1
≥ 42.5
≥ 43.6
≥ 44.1
≥ 44.2
≥ 44.3
NI – Health
Risk
≥ 27.0
≥ 27.0
≥ 27.0
≥ 27.0
≥ 30.1
≥ 33.2
≥ 35.4
≥ 35.9
≥ 35.0
≥ 33.2
≥ 31.5
≥ 31.6
≥ 33.0
≥ 35.1
Body Mass Index
Percent Body Fat
NI
HFZ
Very Lean
≥ 18.9
≥ 18.9
≥ 18.9
≥ 18.9
≥ 20.7
≥ 22.5
≥ 23.7
≥ 23.7
≥ 22.9
≥ 21.4
≥ 20.2
≥ 20.2
≥ 21.0
≥ 22.3
18.8 – 8.9
18.8 – 8.5
18.8 – 8.3
18.8 – 8.4
20.6 – 8.7
22.4 – 8.9
23.6 – 8.8
23.6 – 8.4
22.8 – 7.8
21.3 – 7.1
20.1 – 6.6
20.1 – 6.5
20.9 – 6.7
22.2 – 7.0
≤ 8.8
≤ 8.4
≤ 8.2
≤ 8.3
≤ 8.6
≤ 8.8
≤ 8.7
≤ 8.3
≤ 7.7
≤ 7.0
≤ 6.5
≤ 6.4
≤ 6.6
≤ 6.9
NI – Health
Risk
≥ 18.1
≥ 18.8
≥ 19.6
≥ 20.6
≥ 21.6
≥ 22.7
≥ 23.7
≥ 24.7
≥ 25.6
≥ 26.5
≥ 27.2
≥ 27.9
≥ 28.6
≥ 29.3
NI
HFZ
Very Lean
≥ 16.9
≥ 17.2
≥ 17.7
≥ 18.3
≥ 19.0
≥ 19.8
≥ 20.6
≥ 21.4
≥ 22.3
≥ 23.1
≥ 23.8
≥ 24.6
≥ 25.0
≥ 25.0
16.8 – 13.9
17.1 – 13.8
17.6 – 13.8
18.2 – 14.0
18.9 – 14.2
19.7 – 14.5
20.5 – 14.9
21.3 – 15.3
22.2 – 15.8
23.0 – 16.4
23.7 – 16.9
24.5 – 17.5
24.9 – 18.1
24.9 – 18.6
≤ 13.8
≤ 13.7
≤ 13.7
≤ 13.9
≤ 14.1
≤ 14.4
≤ 14.8
≤ 15.2
≤ 15.7
≤ 16.3
≤ 16.8
≤ 17.4
≤ 18.0
≤ 18.5
The FITNESSGRAM and Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute.
VO2max reflects the maximum rate that oxygen can be taken up and utilized by the body during exercise. It is estimated by utilizing the student’s height, weight, and other specific information, which is based on the test option (i.e., One-Mile
Run, 20m PACER, or Walk Test) administered. The calculation procedures are found in the Reference Guide on the California Physical Fitness Test (PFT) Resources Web page at http://www.pftdata.org/resources.aspx.
1
2
3
For Body Composition, the California Department of Education (CDE) considers a student who exceeds the HFZ as meeting the HFZ. Exceeding the HFZ means obtaining a score less than a number on the lower end or right side of the
HFZ.
4
Grade five students age 9 with time or laps reported have a VO2max calculated and are compared to the HFZ for students age 10. If a One-Mile Run time or PACER laps are reported for grade five students less than age 9, a VO2max will not
be calculated, but the student will be reported in the HFZ.
3 of 4
ED
U
F
i t n e s s
T
e s t
(PFT)
OF
C A LI
FO
R
Males
Age
Abdominal
Strength and
Endurance
Trunk Extensor
Strength and
Flexibility
Curl-Up
Trunk Lift
# completed
up to max of 75
# of inches
up to max of 12
Upper Body Strength
and Endurance
90o Push-Up
# completed
up to max of 75
Modified
Pull-Up
# completed
up to max of 75
Flexibility
Flexed-Arm Hang
# of seconds
up to max of 90
Back-Saver
Sit & Reach5
# of inches
up to max of 12
5
≥2
6 – 12
≥3
≥2
≥2
8
6
≥2
6 – 12
≥3
≥2
≥2
8
7
≥4
6 – 12
≥4
≥3
≥3
8
8
≥6
6 – 12
≥5
≥4
≥3
8
9
≥9
6 – 12
≥6
≥5
≥4
8
10
≥ 12
9 – 12
≥7
≥5
≥4
8
11
≥ 15
9 – 12
≥8
≥6
≥6
8
12
≥ 18
9 – 12
≥ 10
≥7
≥ 10
8
13
≥ 21
9 – 12
≥ 12
≥8
≥ 12
8
14
≥ 24
9 – 12
≥ 14
≥9
≥ 15
8
15
≥ 24
9 – 12
≥ 16
≥ 10
≥ 15
8
16
≥ 24
9 – 12
≥ 18
≥ 12
≥ 15
8
17
≥ 24
9 – 12
≥ 18
≥ 14
≥ 15
8
17+
≥ 24
9 – 12
≥ 18
≥ 14
≥ 15
8
Shoulder Stretch
Touching
fingertips
together behind
the back on both
the right and left
sides.
TE
h y s i c a l
N
ST
A
2015–16 P
IA
DEP
AR
OF
N
T IO
CA
T
EN
TM
5
Student must reach the distance on both the right and left sides to achieve the HFZ.
4 of 4
Sharing Test
Results with
Students
Students must be provided their individual results, either orally or in writing, upon
completing the PFT (CA Education Code Section 60800). Test administrators must tell or
share written results with students either after each fitness area test or at the end of all PFT
testing.
The following PFT Class Data Collection Form may be used to document results for your
classes before entering them in ABI.
Remember, PFT results are confidential, so results should be shared privately with
students!
Test Variations,
Accommodations,
and Modifications
For students with IEPs or Section 504 Plans.
Variations, Accommodations, and Modifications for the CAHSEE, CELDT, and PFT for 2014–15
Testing Variations, Accommodations, and Modifications
Matrix Two:
Note: Refer to the California Code of Regulations, Title 5, Education (Sections 1200-1225, 11510-11517.5, and 1040-1048)
for each specific assessment program for more detail.
Matrix of Variations, Accommodations, and Modifications
for Administration of the California High School Exit Examination,
California English Language Development Test and the Physical Fitness Test
Test Variation (1)
Accommodation (2)
Modification (3)
CAHSEE
CELDT
PFT
Administration of the test at the most beneficial
time of day to the student
2
2
2
Arithmetic table or formulas (not provided) on the
mathematics tests
3
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
2
2
Not Applicable
Assistive device that interferes with the
independent work of the student on the multiplechoice and/or essay responses
3
3
Not Applicable
Audio amplification equipment
1
1
1
2
2
Not Applicable
3
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Not Applicable
Arithmetic table or formulas (not provided) on the
science tests
Assistive device that does not interfere with the
independent work of the student on the multiplechoice and/or essay responses (writing portion
of the test)
Braille transcriptions provided by the test
contractor
Calculator on the mathematics tests
Calculator on the science tests
All
Test Variation (1)
Accommodation (2)
Modification (3)
September 2014
All pupils may be provided these test variations.
Pupils may have these testing variations if regularly used in the classroom.
Eligible pupils shall be permitted to take the examination/test with accommodations if specified in the eligible pupil’s IEP or Section 504 plan for use on the
examination, standardized testing, or for use during classroom instruction and assessment.
For the CELDT, eligible pupils shall be permitted to take the tests with modifications if specified in the eligible pupil’s IEP or Section 504 plan. Eligible pupils shall
be permitted to take the CAHSEE with modifications if specified in the eligible pupil’s IEP or Section 504 plan for use on the examination, standardized testing, or
for use during classroom instruction and assessment.
Page 1
Copyright @ 2014 by the California Department of Education
Test Variation (1)
Accommodation (2)
Modification (3)
CAHSEE
CELDT
PFT
1
1
Not Applicable
3
3
Not Applicable
Essay responses dictated orally or in Manually
Coded English to a scribe, audio recorder, or
speech-to-text converter and the student
provides all spelling and language conventions
2
2
Not Applicable
Essay responses dictated orally, in Manually
Coded English, or in American Sign Language to
a scribe audio recorder, or speech-to-text
converter (scribe provides spelling, grammar, and
language conventions)
3
3
Not Applicable
ALL
ALL
ALL
2
2
Not Applicable
1
1
1
3
Not Applicable
Not Applicable
2
Math
2
Writing
3
ELA
Not Applicable
2
Writing Task
3
Reading,
Listening,
Speaking
Not Applicable
Not Applicable
Not Applicable
1
1
Not Applicable
Colored overlay, mask, or other means to
maintain visual attention
Dictionary
Extra time on a test within a testing day
Large-print versions or test items enlarged (not
duplicated) to a font size larger than that used on
large print versions
Manually Coded English or American Sign
Language to present directions for administration
(does not apply to test questions)
Math manipulatives on the mathematics tests
Manually Coded English or American Sign
Language to present test questions and answer
options
Math manipulatives on the science tests
Noise buffers (e.g., individual carrel or study
enclosure)
All
Test Variation (1)
Accommodation (2)
Modification (3)
September 2014
Page 2
Test Variation (1)
Accommodation (2)
Modification (3)
CAHSEE
CELDT
PFT
1
1
Not Applicable
2
2
Not Applicable
ALL
ALL
Not Applicable
Student marks responses in test booklet and
responses are transferred to a scorable answer
document by an employee of the school, district,
or nonpublic school
2
2
Not Applicable
Supervised breaks within a section of the test
2
2
Not Applicable
Test administered at home or in hospital by a test
examiner
2
2
2
Test administration directions that are simplified
or clarified (does not apply to test questions)
ALL
ALL
ALL
Test individual student separately, provided that
a test examiner directly supervises the student
1
1
1
Test over more than one day for a test or test
part to be administered in a single sitting
2
2
Not Applicable
2
Math
2
Writing
Special lighting or acoustics; special or adaptive
furniture
Student dictates multiple-choice question
responses orally, or in Manually Coded English to
a scribe, audio recorder, or speech-to-text
converter for selected-response items
Student marks in test booklet (other than
responses) including highlighting
Test questions and answer options read aloud to
student or used audio CD presentation
3
ELA
2
Writing Task
Test students in a small group setting
Visual magnifying equipment
All
Test Variation (1)
Accommodation (2)
Modification (3)
September 2014
3
Reading
Not Applicable
ALL
ALL
ALL
1
1
Not Applicable
Page 3
Test Variation (1)
Accommodation (2)
Modification (3)
Word processing software with spell and
grammar check tools enabled on the essay
responses writing portion of test
Word processing software with spell and
grammar check tools turned off for the essay
responses (writing portion of the test)
Unlisted Accommodation
Unlisted Modification
All
Test Variation (1)
Accommodation (2)
Modification (3)
September 2014
CAHSEE
CELDT
PFT
3
3
Not Applicable
2
2
Not Applicable
Check with
CAHSEE/PFT
Office prior to
use
Check with
CAHSEE/PFT
Office prior to
use
Check with
CELDT Office
prior to use
Check with
CELDT Office
prior to use
Check with
CAHSEE/PFT
Office prior to
use
Check with
CAHSEE/PFT
Office prior to
use
Page 4
Parent
Resources
December 2015
Sample Newsletter Insert
Directions: Before the newsletter is distributed, be sure to insert the
information required [indicated by bold type].
In [insert month(s)] our students in grade [insert grade(s)] will participate in the California
Physical Fitness Test (PFT). The FITNESSGRAM 1 is the required annual PFT for students in
grades five, seven, and nine in California public schools. This health-related fitness test,
developed by The Cooper Institute, is intended to help students acquire lasting habits of
regular physical activity.
The FITNESSGRAM includes tests for six areas of fitness, including Aerobic Capacity, Body
Composition, Abdominal Strength and Endurance, Trunk Extensor Strength and Flexibility,
Upper Body Strength and Endurance, and Flexibility. There are two or three test options for
most of the fitness areas of the FITNESSGRAM so that all students, including those with
special needs, have the chance to participate in the PFT. For those fitness areas that have
multiple options, only one option is reported for each student.
For each fitness area of the FITNESSGRAM, a student’s performance is classified into the
Healthy Fitness Zone (HFZ) or into other zones, depending on the fitness area. For Aerobic
Capacity and Body Composition, results are classified as in the HFZ, Needs Improvement, or
Needs Improvement – Health Risk. For all other areas, results are classified as in the HFZ or
Needs Improvement.
The desired performance goal for each test option is the HFZ, which represents a level of
fitness that offers some protection against the diseases related to physical inactivity. The
Needs Improvement designation indicates an area of fitness where a student would benefit
from activities designed to improve performance in that area. Needs Improvement – Health
Risk is a designation that specifically indicates increased health risks due to the level of
fitness. The HFZ ranges and performance classifications are updated on a regular basis;
therefore, student results should always be evaluated against the current year HFZ charts.
Our students will receive their results upon completion of the PFT. These results will help
students understand their individual levels of fitness. Students are encouraged to talk about
these results with their parents or guardians and their physical education teacher. Parents and
guardians can use these results to help their children plan appropriate fitness activities.
If you have any questions about your child’s participation in the PFT, the FITNESSGRAM, or
the test results, please contact [insert name and telephone number]. The current year HFZ
charts and other information about the PFT are available on the California Department of
Education PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
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2015–16 Physical Fitness Test (PFT)
January 2016
Sample Newsletter Insert – Spanish Version
Directions: Before the newsletter is distributed, be sure to insert the
information required [indicated by bold type].
Durante [insert month(s) in Spanish] nuestros estudiantes del grado [insert grade(s)
in Spanish] participarán en el Examen de aptitud física (conocido por sus siglas en
inglés como el PFT). El FITNESSGRAM 1 es el PFT que se administra anualmente y es
obligatorio para los estudiantes de los grados cinco, siete, y nueve de las escuelas
públicas de California. Este examen de aptitud física, desarrollado por The Cooper
Institute, tiene como meta ayudar a los estudiantes a adquirir hábitos permanentes de
la actividad física en sus vidas.
El FITNESSGRAM incluye pruebas para las áreas claves de actividad física que
incluyen la capacidad aeróbica; la composición corporal; la fuerza y resistencia
abdominales; la fuerza y flexibilidad de la musculatura extensora del tronco; la fuerza y
resistencia de la musculatura de los miembros superiores; y la flexibilidad. Existen dos
o tres opciones para la mayoría de las pruebas del FITNESSGRAM, para permitir que
todos los estudiantes, incluyendo aquellos con discapacidades, tengan la oportunidad
de participar en el PFT. Para las áreas del examen que tienen opciones, sólo se reporta
una opción para cada estudiante.
Para cada área de actividad física del FITNESSGRAM, se clasifica el desempeño de
los estudiantes dentro de la Zona de buena condición física (conocida por sus siglas en
inglés como la HFZ) o dentro de otras zonas, dependiendo de la área de actividad
física. Para la capacidad aeróbica, los resultados se clasifican como dentro de la HFZ,
Necesita mejorar, o Necesita mejorar – Riesgo a la salud. Para la composición
corporal, los resultados se clasifican como dentro de la HFZ, Necesita mejorar,
Necesita mejorar – Riesgo a la salud. Para toda las otras áreas de actividad física del
examen, los resultados se clasifican como dentro de la HFZ o Necesita mejorar.
El nivel del desempeño deseado para cada opción de prueba es la HFZ, lo cual
representa un nivel de condición física que ofrece algo de protección contra las
enfermedades relacionadas con la inactividad física. La calificación de Necesita mejorar
indica un nivel donde el estudiante se beneficiaría de actividades diseñadas para
mejorar su desempeño en esa área. La calificación de Necesita mejorar – Riesgo a la
salud indica aún mayores riesgos de salud debido al nivel de condición física. Los
rangos y niveles de desempeño del HFZ se actualizan regularmente. Por esta razón,
los resultados de los estudiantes siempre deben evaluarse en comparación con las
1
El FITNESSGRAM y la Zona de buena condición física (Healthy Fitness Zone o HFZ)
son marcas registradas de The Cooper Institute.
1
tablas HFZ actualizadas.
Nuestros estudiantes recibirán sus resultados en cuanto completen el PFT. Estos
resultados ayudarán a los estudiantes a entender sus niveles individuales de condición
física. Se recomienda que los estudiantes hablen acerca de estos resultados con sus
padres o representantes y con su maestro de educación física. Los padres y
representantes pueden utilizar estos resultados para ayudar a sus hijos planear las
actividades físicas apropiadas.
Si usted tiene cualquier pregunta acerca de la participación de su hijo en el PFT, el
FITNESSGRAM, o los resultados de la prueba, por favor comuníquese con [insert
name and telephone number of Spanish-speaking staff member]. Las tablas HFZ
actualizadas y otra información acerca del PFT está disponible en inglés en la página
Web del Examen de aptitud física del Departamento de Educación de California en
http://www.cde.ca.gov/ta/tg/pf/.
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Curl-Up. This is the only test option for abdominal strength and endurance. The objective
of the curl-up is to complete as many curl-ups as possible at a specified pace, up to a
maximum of 75 curl-ups.
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This is an important aspect of fitness because it predicts first time and recurrent lower back
pain, a major source of disability and discomfort. Awareness and attention to trunk strength and
flexibility may reduce the risk for future back problems. There is only one option for this fitness
area.
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Trunk Lift. The goal of this test is to lift the upper body a maximum of 12 inches off the
floor using the muscles of the back. Students hold this position long enough to allow for
the measurement of the lift distance.
Upper body strength and endurance is an important fitness area because of reported benefits
in maintaining functional health and good posture. There are three options available to assess
this fitness area.
Push-Up. Students are asked to complete as many push-ups as possible and at a
specified pace, up to a maximum of 75 push-ups.
Modified Pull-Up. Students are instructed to complete as many modified pull-ups as
possible. The student performs the test by lying on his or her back directly under a bar,
and grasping the bar to pull up until the chin reaches a specified level, up to a maximum of
75 modified pull-ups. (The modified pull-up is shown in the upper left photo on the cover.)
Flexed-Arm Hang. To complete this test, students hang by the arms with their chin above
a bar for as long as possible, up to a maximum of 90 seconds.
Flexibility
Flexibility of the joints is an important component of fitness that contributes to functional health.
There are two options for this fitness area.
Back-Saver Sit and Reach. The goal of this task is to assess the flexibility of the lower
back and posterior thigh. Using a special box designed for this test, students are asked
to reach forward as far as possible and to a maximum distance of 12 inches. The actual
reach distance is measured for both the left and right sides of the body.
Shoulder Stretch. This simple test of upper body flexibility involves asking students to
touch their fingertips behind the back by reaching over both the left and right shoulders
and under the elbow. (The shoulder stretch is shown in the upper right photo on the
cover.)
Additional information about the California PFT is available on the CDE PFT Web page
at http://www.cde.ca.gov/ta/tg/pf/. Additional information about the FITNESSGRAM,
including the philosophy and administration of the fitness tests, is available on the Cooper
Institute FITNESSGRAM Web page at http://www.fitnessgram.net.
The photos in this brochure were produced by the CDE with permission from Human Kinetics, publisher of the FITNESSGRAM. These
photos are intended for the sole educational use of California physical education teachers and administrators. No other use is allowed
without the express written consent of Human Kinetics.
Parent and Guardian Guide to the Physical
Fitness Test and the FITNESSGRAM1
1
The FITNESSGRAM and the Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute.
Background
Test Areas
California Education Code (EC) Section 60800 requires each local educational agency
(LEA) in California to administer a physical fitness test annually to all students in grades
five, seven, and nine. The State Board of Education designated the FITNESSGRAM as the
required Physical Fitness Test (PFT) for California public schools. The FITNESSGRAM is a
comprehensive health-related fitness test developed by The Cooper Institute. The primary
goal of the FITNESSGRAM is to assist students in establishing lifelong habits of regular
physical activity.
The FITNESSGRAM provides test options for most of the fitness areas so that all students,
including those with special needs, have the maximum opportunity to participate in the tests.
For those fitness areas that have options, only one option is reported for each student.
The PFT is administered between February 1 and May 31. EC Section 60800 requires that
individual results be provided to students upon completion of the test. LEAs may also send
each student’s PFT results to parents and guardians.
There are several ways to use the PFT results. Schools can use them to determine the fitness
levels of their students and provide direction for physical education programs. Students
can use the results to assess their individual levels of fitness and develop personal fitness
programs of maintenance or improvement. Parents and guardians can use the results to help
their child plan fitness activities to meet their individual needs. LEAs can also use the PFT
results to monitor the fitness status of their students in grades five, seven, and nine.
FITNESSGRAM
The FITNESSGRAM is designed to test six key fitness areas that represent three broad
components of fitness: (1) Aerobic Capacity, (2) Body Composition, and (3) Muscle Strength,
Endurance, and Flexibility. This third component is further divided into four areas: Abdominal
Strength and Endurance, Trunk Extensor Strength and Flexibility, Upper Body Strength and
Endurance, and Flexibility.
Performance Standards
The PFT uses the FITNESSGRAM objective criteria to evaluate fitness performance.
Student’s performance is classified into the Healthy Fitness Zone (HFZ) or into other zones,
depending on the fitness area. For Aerobic Capacity and Body Composition, results are
classified as in the HFZ, Needs Improvement, or Needs Improvement – Health Risk. For
all other areas, results are classified as in the HFZ or Needs Improvement. The desired
performance goal for each test option is the HFZ, which represents a level of fitness that
offers some protection against the diseases resulting from physical inactivity. The Needs
Improvement designation indicates an area of fitness where students would benefit from
activities designed to improve performance. Needs Improvement – Health Risk specifically
indicates increased health risks due to the level of fitness.
The FITNESSGRAM HFZ standards have been established according to gender
and age and are updated on a regular basis. The latest version of the standards
is available on the California Department of Education (CDE) PFT Web page at
Aerobic Capacity
Aerobic capacity refers to the maximum rate that oxygen is taken in and used by the body
during exercise. Good aerobic capacity has been associated with a reduction in health
problems. The three performance task options for aerobic capacity assess the capacity of
the cardiorespiratory system by estimating VO2max or the maximum amount of oxygen, in
milliliters, one uses in one minute per kilogram of body weight.
PACER (Progressive Aerobic Cardiovascular Endurance Run). This test is an
alternative to the distance run. The objective is to run as long as possible, going back
and forth across a 20-meter distance, and at a specified pace that is set to music and
gets faster each minute. (The PACER is shown in the photo on the lower section of the
cover.)
One-Mile Run. The goal of this test is to walk and/or run a distance of one mile at the
fastest pace possible.
Walk Test. This test is only for students who are 13 years or older. The objective of this
test is to walk a distance of one mile as quickly as possible while maintaining a constant
walking pace for the entire distance.
Body Composition
The three body composition options estimate the level of fat in the body. This is a key
component of fitness because excessive fat content has been associated with health
problems, such as coronary heart disease, stroke, and diabetes.
Skinfold Measurements. This test involves taking measurements of the thickness
of the skinfolds on the triceps and calf with a device called a skinfold caliper. These
measurements are used to calculate the percentage of body fat.
Bioelectric Impedance Analyzer (BIA). The BIA is a device that measures body fat by
sending a safe, low energy electrical signal through the body and generating an index of
resistance. The resistance value (along with other values such as height, weight, age,
and gender) is used to estimate the percentage of body fat.
Body Mass Index (BMI). To calculate the BMI, a student’s weight and height
measurements are inserted into a formula to produce an index of the relationship
between weight and height. Although not as accurate an indicator of body composition
as skinfold measurements, particularly for students with high muscle mass, it is an
acceptable option in LEAs where policies limit the use of skinfold measurements.
Muscle Strength, Endurance, and Flexibility
Abdominal strength and endurance are important in promoting good posture, correct pelvic
alignment, and lower back health.
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Prueba de extensión de tronco (Trunk Lift). El objetivo de esta prueba es levantar el tronco
del suelo hasta un máximo de 12 pulgadas (aproximadamente 30 centímetros) usando los
músculos de la espalda. Los estudiantes tienen que sostenerse de esta manera el tiempo
suficiente para poder medir la distancia levantada desde el piso.
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Fuerza y Flexibilidad de la Musculatura Extensora del Tronco
Este es un aspecto importante de la condición física porque permite predecir dolores iniciales
y recurrentes en la parte baja de la espalda, origen principal de discapacidades y molestias. El
reconocer esto y atender al desarrollo de la fuerza y flexibilidad de la musculatura extensora del
tronco podría disminuir el riesgo de sufrir dolores de espalda en el futuro. Esta área se evalúa con
una sola prueba.
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Fuerza y Resistencia de la Musculatura del Cuerpo Superior
La fuerza y la resistencia de la musculatura del cuerpo superior son de importancia para la
condición física debido a los beneficios reportados al mantener un buen funcionamiento y una
buena postura. Para evaluar esta área se cuenta con tres opciones.
Prueba de flexión de brazos (Push-Up). El estudiante tiene que realizar el mayor número
posible de flexiones con los brazos a un ritmo determinado, sin exceder 75 flexiones.
Prueba modificada de flexión de brazos (Modified Pull-Up). En esta prueba el
estudiante tiene que realizar el mayor número de flexiones que pueda sin exceder 75
flexiones. El estudiante realiza la prueba tendido de espaldas y debajo de la barra fija. Se
sujeta firmemente a la barra y flexiona los brazos hasta alcanzar con el mentón una altura
determinada. (La prueba modificada de flexión de brazos es la que aparece en la foto superior
a la izquierda de la portada.)
Prueba de suspensión con brazos flexionados (Flexed-Arm Hang). Para realizar esta
prueba, el estudiante se suspende de la barra fija con los brazos flexionados de manera que
el mentón se encuentre por encima de la barra, manteniendo esta posición durante el mayor
tiempo posible, hasta un máximo de 90 segundos.
Flexibilidad
La flexibilidad articular es un aspecto fundamental de la condición física, ya que contribuye al buen
funcionamiento del cuerpo. Para evaluar esta área hay dos opciones.
Prueba de flexibilidad de la parte inferior del cuerpo (Back-Saver Sit and Reach). El
objetivo de esta prueba es evaluar la flexibilidad de la región lumbar y de la parte posterior del
muslo. Utilizando un cajón diseñado especialmente para esta prueba, el estudiante tiene que
flexionar el tronco hacia adelante alcanzando hasta donde pueda, siendo la distancia máxima
de 12 pulgadas (aproximadamente 30 centímetros). Esta distancia de alcance se mide del
lado derecho y del lado izquierdo del cuerpo.
Prueba de extensión de hombros (Shoulder Stretch). Esta prueba simple mide la
flexibilidad del las extremidades superiores. El estudiante tiene que tocarse la punta de los
dedos de las manos por detrás de la espalda, de forma que un brazo se flexiona hacia atrás
por encima del hombro y el otro por debajo del codo. Esta prueba se realiza en ambos lados
del cuerpo. (La prueba de extensión de hombros aparece en la foto superior a la derecha de
la portada.)
Más información acerca del PFT de California esta disponible en inglés en la página
Web PFT del CDE en http://www.cde.ca.gov/ta/tg/pf/. Más información acerca del
FITNESSGRAM, incluyendo la filosofía y administración de las pruebas de condición
física, esta disponible en inglés en el sitio Web de Human Kinetics del FITNESSGRAM
en http://www.fitnessgram.net.
Las fotos en este folleto fueron producidas por el Departamento de Educación de California con el permiso de Human Kinetics, editor
del FITNESSGRAM. Estas fotos son para el uso educacional de los maestros de educación física y administradores en California. No
se permite ningún otro uso sin previo consentimiento escrito de Human Kinetics.
Guía para Padres y Representantes
sobre el Examen de Aptitud Física y el FITNESSGRAM
1
El FITNESSGRAM y la Zona de buena condición física (Healthy Fitness Zone o HFZ) son marcas registradas de
The Cooper Institute.
Antecedentes
El Código de Educación (EC) de California, Sección 60800, requiere que cada agencia educacional
local (conocida por sus siglas en inglés como un LEA) evalúe anualmente el estado físico de todo
estudiante en los grados cinco, siete, y nueve. La Mesa Directiva Estatal de la Educación designó
el FITNESSGRAM1 como el Examen de aptitud física (conocido por sus siglas en inglés como el
PFT) obligatorio en todas las escuelas públicas de California. El FITNESSGRAM es un programa
exhaustivo de evaluación física desarrollado por The Cooper Institute. La meta fundamental del
FITNESSGRAM es motivar a los estudiantes a desarrollar el hábito permanente de actividad física
regular en sus vidas.
El PFT se administra entre el 1º de febrero y el 31 de mayo. EC Sección 60800 obliga entregarles a
los estudiantes sus resultados individuales al finalizar el examen. LEAs también pueden enviar los
resultados del PFT a los padres y representantes de cada estudiante.
Los resultados del PFT se pueden usar de varias maneras. Las escuelas pueden usarlos para
evaluar el estado físico de sus estudiantes y así dar dirección a los programas de educación física.
Los estudiantes pueden usar los resultados para evaluar sus niveles individuales de estado físico y
desarrollar programas personales de actividad física para mejorar o mantener su condición. Padres
y representantes pueden usar los resultados para ayudar a sus hijos a programar actividades
físicas que les permitan satisfacer sus propias necesidades. LEAs también pueden usar los
resultados del PFT para monitorear los niveles de estado físico de los estudiantes en los grados
cinco, siete, y nueve.
El FITNESSGRAM
El FITNESSGRAM ha sido diseñado para evaluar seis áreas claves, representando tres
componentes amplios de estado físico: (1) capacidad aeróbica, (2) composición corporal y (3)
fuerza, resistencia, y flexibilidad de la musculatura. Este tercer componente se divide, a su vez,
en cuatro categorías: fuerza y resistencia de la musculatura abdominal, fuerza y flexibilidad de la
musculatura extensora del tronco, fuerza y resistencia de la musculatura del cuerpo superior, y,
flexibilidad.
Estándares de Rendimiento
El PFT utiliza los criterios objetivos del FITNESSGRAM para evaluar el nivel de condición física
de los estudiantes a través del rendimiento. Los resultados del estudiante se clasifican como
HFZ (Healthy Fitness Zone = Zona de buena condición física) o en otras zonas según el área
evaluada. Para la capacidad aeróbica y la composición corporal, los resultados se clasifican
como dentro de la HFZ, Necesita mejorar, o, Necesita mejorar – Riesgo a la salud. En las demás
áreas los resultados se clasifican como dentro de la HFZ o Necesita mejorar. El nivel óptimo de
rendimiento en cada evaluación sería la HFZ, que representa un nivel de estado físico brindando
alguna protección contra las enfermedades causadas por falta de actividad física. La clasificación
Necesita mejorar indica un nivel de estado físico donde los estudiantes pudieran beneficiarse con
actividades destinadas a mejorar su rendimiento. La calificación de Necesita mejorar – Riesgo a la
salud indica aún mayores riesgos de salud debido al nivel de condición física.
La clasificación HFZ del FITNESSGRAM y los estándares de rendimiento se han determinado
según género y edad y se actualizan regularmente. Se puede ver la versión más actualizada de
estos estándares en la página Web del Departamento de Educación de California (conocido
por sus siglas en inglés como el CDE) en http://www.cde.ca.gov/ta/tg/pf/healthfitzones.asp.
Áreas Evaluadas
El FITNESSGRAM ofrece varias opciones diferentes en la mayoría de las áreas examinadas,
de manera que todos los estudiantes, incluso los estudiantes con discapacidades, tengan toda
oportunidad de participar en estas pruebas. Cuando se dispone de varias opciones para un área
del examen, solamente se reporta una por cada estudiante.
Capacidad Aeróbica
La capacidad aeróbica se refiere al volumen máximo de oxígeno captado y utilizado por el cuerpo
durante la actividad física. La buena capacidad aeróbica se ha relacionado con una disminución
de problemas de salud. Las tres opciones que se utilizan para la capacidad aeróbica evalúan la
capacidad del sistema cardiorrespiratorio estimando en mililitros el volumen máximo de oxígeno
(VO2máx) utilizado por el cuerpo en un minuto por kilogramo de peso.
Prueba de la carrera progresiva de resistencia cardiovascular aeróbica (Progressive
Aerobic Cardiovascular Endurance Run, PACER). Esta prueba se utiliza en lugar de la
carrera de larga distancia. El objetivo es correr por el tiempo máximo posible una distancia
de 20 metros, yendo y viniendo a un paso determinado por música que va progresivamente
aumentando de ritmo por minuto. (La prueba PACER se muestra en la foto inferior de la
portada.)
Prueba de carrera de una milla (One-Mile Run). El propósito de esta prueba es correr y/o
caminar una distancia de una milla a la mayor velocidad posible.
Prueba de caminata (Walk Test). Esta prueba es sólo para estudiantes mayores de 13 años.
El objetivo es caminar una distancia de una milla a la mayor velocidad posible manteniendo
un paso constante en todo momento.
Composición Corporal
Las tres opciones que se utilizan para evaluar la composición corporal miden la grasa corporal.
La grasa corporal es un elemento clave en la evaluación de la condición física, porque el exceso
de grasa está relacionado con problemas de salud tales como la enfermedad de las arterias
coronarias, el derrame cerebral (embolia o stroke), y la diabetes.
Prueba de medidas del espesor del pliegue de la piel. Esta prueba consiste en medir
el espesor de un pliegue de piel en las zonas de los músculos tríceps y pantorrilla con un
aparato conocido como plicómetro, lipómetro, o lipocalibre. El porcentaje de grasa corporal se
calcula usando estas medidas.
Analizador de impedancia bioeléctrica. El analizador de impedancia bioeléctrica (conocido
por sus siglas en inglés como BIA) mide la grasa corporal mediante una señal eléctrica segura
y de baja potencia que se manda a través del cuerpo para generar un índice de resistencia. El
índice de resistencia (junto con otros datos tales como estatura, peso, edad, y género) se usa
para determinar el porcentaje de grasa corporal.
Prueba del índice de volumen físico. El índice de volumen físico (conocido por sus siglas
en inglés como BMI) se calcula con una fórmula usando el peso y la estatura del estudiante
que determina la relación entre ambas medidas. Aunque no indica la composición corporal
tan correctamente como la medición del espesor del pliegue de piel, particularmente cuando
el estudiante tiene mucha masa muscular, esta prueba es una alternativa aceptable para
aquellas LEAs cuyas normas limitan el uso de dicha medición.
Fuerza, Resistencia, y Flexibilidad de la Musculatura
Fuerza y Resistencia de la Musculatura Abdominal
La fuerza y la resistencia de la musculatura abdominal son importantes para promover buena
postura, alineación correcta de las caderas, y el buen funcionamiento de la región lumbar.
Prueba de flexión anterior del tronco (Curl-Up). Esta es la única prueba disponible para
medir la fuerza y la resistencia de la musculatura abdominal. El objetivo de esta prueba
consiste en realizar el mayor número de flexiones posible a un ritmo determinado hasta un
máximo de 75 flexiones.
Fitness Standards
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Student’s aerobic capacity or VO2max score is assigned into one of three levels: in
the Healthy Fitness Zone (HFZ), Needs Improvement (NI), or NI – Health Risk. The
preferred fitness level is the HFZ. A level of NI suggests that the student would benefit
from workouts designed to improve aerobic capacity. A level of NI – Health Risk
further points to increased health risks due to the student’s aerobic capacity score.
The aerobic capacity scores along with the standards for all the FITNESSGRAM
test options have been set according to gender and age. The latest version of these
standards is provided on the California Department of Education (CDE) Web page at
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PACER
It is important to keep in mind that a low VO2max may be influenced by any of following
factors:
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n
Aerobic capacity level
Body composition
Running or walking efficiency
Motivation level
Extreme weather
Pacing skill
Progress in any of these factors may improve a student’s VO2max. Further, VO2max can
be improved by taking part in sustained large-muscle group exercise that follows the
FITT Principle, which is based on increasing or varying:
n
n
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n
One-Mile Run
Frequency – number of days
Intensity – level of effort or exertion
Time – number of minutes spent exercising
Type – exercise that targets specific muscle groups
Walk Test
Additional information about the California PFT is available on the CDE PFT Web page at
http://www.cde.ca.gov/ta/tg/pf/. Additional information about the FITNESSGRAM,
including the philosophy and administration of the fitness tests, is available on the Cooper
Institute FITNESSGRAM Web page at http://www.fitnessgram.net.
The photos in this brochure were produced by the CDE with permission from Human Kinetics, publisher of the FITNESSGRAM. These
photos are intended for the sole educational use of California physical education teachers and administrators. No other use is allowed
without the express written consent of Human Kinetics.
Parent and Guardian Guide to the Physical
Fitness Test and the FITNESSGRAM1—Aerobic Capacity
1
The FITNESSGRAM and the Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute.
Background
Aerobic Capacity Test Options
California Education Code Section 60800 requires each local educational agency (LEA)
in California to administer a physical fitness test every year to all students in grades five,
seven, and nine. The State Board of Education designated the FITNESSGRAM as the
required Physical Fitness Test (PFT) for California public schools. The primary goal of
the FITNESSGRAM is to assist students in establishing lifelong habits of regular physical
activity.
PACER
The purpose of the PACER is to run as long as possible, going back and forth across a
15- or 20-meter distance and at a fixed pace that is set to music that gets faster each
minute. The following information is required to evaluate aerobic capacity from the
PACER:
n Gender
n Age
n Number of 20-meter laps completed1
FITNESSGRAM
The FITNESSGRAM tests six main fitness areas that represent three broad components
of fitness: (1) Aerobic Capacity, (2) Body Composition, and (3) Muscle Strength,
Endurance, and Flexibility. This third component is further divided into four areas:
Abdominal Strength and Endurance, Trunk Extensor Strength and Flexibility, Upper Body
Strength and Endurance, and Flexibility.
One-Mile Run
The purpose of the One-Mile Run is to walk or run a distance of one mile as fast as
possible. The following information is required to evaluate aerobic capacity from the OneMile Run:
n Gender
n Age
n Time (minutes and seconds)
This brochure provides parents and guardians with information about aerobic capacity.
Information about the other fitness areas is available in the brochure entitled “Parent and
Guardian Guide to the Physical Fitness Test and the FITNESSGRAM.”
Aerobic Capacity
Aerobic capacity is a sign of how well the body uses air or oxygen during a workout or
exercise. Active high-energy exercise improves aerobic capacity by strengthening the
heart muscle and improving the function of the rest of the cardiorespiratory system. You
may recall that at the start of a workout or exercise plan people often tire quickly and
breathe hard because their bodies cannot get enough oxygen. As their fitness levels
improve, their aerobic capacity improves, allowing them to exercise with less effort and for
longer periods of time.
Aerobic capacity may well be the most important physical fitness area, as good aerobic
capacity has been connected with a reduced risk of metabolic syndrome. Metabolic
syndrome is a group of risk factors that together increase the chance of cardiovascular
disease and the risk of diabetes. These risk factors include:
n High fasting glucose
n High waist circumference
n High triglycerides
n Low high-density lipoprotein cholesterol
n High blood pressure
n Height (feet and inches)
n Weight (pounds)
Walk Test
This test is only for students who are 13 years or older. The purpose of the Walk Test is
to walk a distance of one mile as quickly as possible while maintaining a constant walking
pace for the entire distance. The heart rate is taken immediately after the walk. The
following information is required to evaluate aerobic capacity from the Walk Test:
n Gender
n Age
n Time (minutes and seconds)
n Heart Rate (beats per minute)
n Weight (pounds)
VO2max
All three aerobic capacity test options are reported in terms of VO2max. VO2max refers
to the maximum oxygen spent during exercise, where V = volume per time; O2 = oxygen;
and max = maximum.
VO2max, or aerobic capacity, is evaluated using the student’s gender, age, test result (i.e.,
laps, time, heart rate. For the One-Mile Run and the Walk Test, the student’s height and/
or weight is also needed). The formulas used to calculate aerobic capacity are presented
in the PFT Reference Guide found on the California PFT Resources Web page at
https://www.pftdata.org/resources.aspx.
The FITNESSGRAM provides the following three options for testing aerobic capacity so
that all students, including those with special needs, can take part in the tests.
n PACER (Progressive Aerobic Cardiovascular Endurance Run)
n One-Mile Run
n Walk Test
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If the 15-meter PACER is administered, the laps need to be converted to 20-meter laps using a table provided for
this purpose.
Estándares de estado físico
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La capacidad aeróbica o puntaje de VO2máx se asigna a uno de tres niveles: Zona de buena condición
física (Healthy Fitness Zone - HFZ), Necesita mejorar (Needs Improvement - NI) o NI - Riesgo a la salud
(NI - Health Risk). El nivel de estado físico preferido es el HFZ. Un nivel de NI sugiere que el estudiante
podría beneficiarse de sesiones de ejercicios diseñados para mejorar su capacidad aeróbica. Un nivel
de NI - Riesgo a la salud apunta aún más a mayores riesgos de salud debido al puntaje de capacidad
aeróbica del estudiante. Los puntajes de capacidad aeróbica, junto con los estándares de todas las
opciones de pruebas FITNESSGRAM, se han establecido de acuerdo con el género y la edad del
individuo. La versión más actualizada de estos estándares se puede ver en inglés en la página Web del
Departamento de Educación de California (conocido por sus siglas en inglés como el CDE) en
OF
C A LI
FO
R
2014–15 Examen de
Aptitud Física de California
Prueba PACER
Es importante tener en cuenta que un VO2máx bajo puede ser causado por uno de los siguientes
factores:
n Nivel de capacidad aeróbica
n Composición corporal
n Eficacia al correr o caminar
n Nivel de motivación
n Condiciones meteorológicas extremas
n Habilidad de caminar a un ritmo constante
Progresar en uno de cualquiera de estos factores podría mejorar el VO2máx del estudiante. Asimismo, el
VO2máx se puede mejorar tomando parte en ejercicios sostenidos del grupo de músculos grandes que
siguen el principio FITT, el cual está basado en la mejora o variación de:
n Frecuencia: número de días
n Intensidad: nivel de esfuerzo o vigor
n Tiempo: número de minutos dedicados a ejercitarse
n Tipo: ejercicios destinados a grupos de músculos específicos
Prueba de carrera
de una milla
Prueba de caminata
Más información acerca del PFT de California está disponible en inglés en la página Web PFT del
CDE en http://www.cde.ca.gov/ta/tg/pf/. Más información acerca del FITNESSGRAM, incluyendo
la filosofía y administración de las pruebas de condición física, está disponible en inglés en el
sitio Web de Human Kinetics del FITNESSGRAM en http://www.fitnessgram.net.
Las fotos en este folleto fueron producidas por el CDE con el permiso de Human Kinetics, editor del FITNESSGRAM. Estas fotos son
para el uso educacional exclusivo de los maestros de educación física y administradores de California. No se permite ningún otro uso
sin el consentimiento previo por escrito de Human Kinetics.
Guía para Padres y Representantes sobre el Examen de
Aptitud Física y el FITNESSGRAM1 — Capacidad Aeróbica
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El FITNESSGRAM y la Zona de buena condición física (Healthy Fitness Zone o HFZ) son marcas registradas de
The Cooper Institute.
Antecedentes
La Sección 60800 del Código de Educación de California requiere que cada agencia educacional local
(conocida por sus siglas en inglés como un LEA) de California evalúe anualmente el estado físico de
todo estudiante en los grados cinco, siete y nueve. La Mesa Directiva Estatal de la Educación designó
el FITNESSGRAM como el Examen de aptitud física (conocido por sus siglas en inglés como el
PFT) obligatorio en todas las escuelas de enseñanza pública de California. La meta fundamental del
FITNESSGRAM es motivar a los estudiantes a desarrollar el hábito permanente de actividad física regular
en sus vidas.
El FITNESSGRAM
El FITNESSGRAM evalúa seis áreas principales, las cuales representan tres componentes amplios de
estado físico: (1) capacidad aeróbica, (2) composición corporal y (3) fuerza, resistencia y flexibilidad de la
musculatura. Este tercer componente se divide, a su vez, en cuatro categorías: fuerza y resistencia de la
musculatura abdominal, fuerza y flexibilidad de la musculatura extensora del tronco, fuerza y resistencia
de la musculatura del cuerpo superior, y flexibilidad.
Este folleto proporciona a padres y representantes información acerca de la capacidad aeróbica. La
información acerca de las otras áreas de estado físico está disponible en el folleto titulado “Guía para
Padres y Representantes sobre la Prueba de Aptitud Física y el FITNESSGRAM.”
Capacidad aeróbica
La capacidad aeróbica es una señal de lo bien que el cuerpo utiliza el aire u oxígeno durante una sesión
física o de ejercicio. El ejercicio activo de alta energía mejora la capacidad aeróbica al fortalecer el
músculo del corazón y mejorar la función del resto del sistema cardiorrespiratorio. Quizás recuerde que
al comienzo de una sesión física o plan de ejercicio, a menudo las personas se cansan rápidamente y
respiran con más dificultad porque sus cuerpos no reciben suficiente oxígeno. A medida que mejora su
condición física también lo hace su capacidad aeróbica, permitiéndoles hacer más ejercicio con menos
esfuerzo durante períodos más largos de tiempo.
La capacidad aeróbica puede que sea el área de estado físico más importante, dado a que la buena
capacidad aeróbica se ha relacionado con un mínimo riesgo de síndrome metabólico. El síndrome
metabólico es un grupo de factores de riesgo que, en conjunto, incrementan las posibilidades de
enfermedad cardiovascular y el riesgo de diabetes. Estos factores de riesgo incluyen:
n Glucosa alta en ayunas
n Circunferencia de cintura alta
n Triglicéridos altos
n Bajo colesterol lipoproteínico de alta densidad
n Presión arterial alta
El FITNESSGRAM proporciona las siguientes tres opciones para evaluar la capacidad aeróbica, de modo
que todos los estudiantes, incluidos aquellos con necesidades especiales, puedan tomar parte en las
pruebas.
n PACER (Carrera progresiva de resistencia cardiovascular aeróbica)
n Prueba de carrera de una milla
n Prueba de caminata
Opciones de pruebas para la capacidad aeróbica
Prueba PACER
El propósito de la prueba PACER es correr durante el máximo tiempo posible una distancia de 15
ó 20 metros, yendo y viniendo a un paso determinado, al compás de música que va aumentando
progresivamente de ritmo cada minuto. Se requiere la siguiente información para calcular la capacidad
aeróbica basada en la prueba PACER:
n Género
nEdad
n Número de recorridos de 20 metros completados.1
Prueba de carrera de una milla
El propósito de la prueba de carrera de una milla es caminar o correr una distancia de una milla a la
mayor velocidad posible. Se requiere la siguiente información para calcular la capacidad aeróbica
basada en la carrera de una milla:
n Género
nEdad
n Tiempo (minutos y segundos)
n Estatura (pies y pulgadas)
n Peso (libras)
Prueba de caminata
Esta prueba es sólo para estudiantes mayores de 13 años. El propósito de la prueba de caminata es
caminar una distancia de una milla a la mayor velocidad posible, manteniendo un paso constante en
todo momento. Se toma la frecuencia cardíaca inmediatamente después de la caminata. Se requiere la
siguiente información para calcular la capacidad aeróbica basada en la prueba de caminata:
n Género
nEdad
n Tiempo (minutos y segundos)
n Frecuencia cardíaca (pulsaciones por
minuto)
n Peso (libras)
VO2máx
Las tres opciones de pruebas de capacidad aeróbica se reportan en forma de VO2máx. VO2máx se
refiere al consumo máximo de oxígeno durante el ejercicio; V = volumen por tiempo; O2 = oxígeno; y máx
= máximo.
El VO2máx, o capacidad aeróbica, se calcula usando el género y la edad del estudiante, el resultado de
la prueba (es decir, recorridos, tiempo, frecuencia cardíaca. Para la Prueba de carrera de una milla y la
Prueba de caminata, tambien se requiere la estatura y/o el peso.) Las fórmulas usadas para calcular la
capacidad aeróbica figuran en la Guía de Referencia de PFT que encontrará en inglés en la página
Web de Recursos PFT de California en http://www.pftdata.org/resources.aspx.
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Si se administra la prueba PACER de 15 metros, los recorridos se tienen que convertir a recorridos de 20
metros usando una tabla que se proporciona para este propósito.
PFT
Resources

2016 PFT DFA (Complete)

Transcripción

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