2016 PFT DFA (Complete)
Transcripción
2016 PFT DFA (Complete)
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 Tustin Unified School District Educational Services 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 Tustin Unified School District Educational Services 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 Tustin Unified School District Educational Services • 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 U 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 California Department of Education • December 2015 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 Healthy Fitness Zone n Needs Improvement n Needs Improvement – Health Risk Muscle Strength, Endurance, and Flexibility n Healthy Fitness Zone 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. 2015–16 California Physical Fitness Test Reference Guide3 California Department of Education • December 2015 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 http://www.cde.ca.gov/ta/tg/pf/pftresources.asp. 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. 2015–16 California Physical Fitness Test Reference Guide4 California Department of Education • December 2015 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 2015–16 California Physical Fitness Test Reference Guide5 California Department of Education • December 2015 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 2015–16 California Physical Fitness Test Reference Guide6 California Department of Education • December 2015 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 http://www.cde.ca.gov/ta/tg/pf/pftresources.asp. In addition, the PACER Look-Up and Goal Setting Table, which is available at the end of this guide, 2015–16 California Physical Fitness Test Reference Guide7 California Department of Education • December 2015 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 * signifies multiplication 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. Administration Tips for the 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 2015–16 California Physical Fitness Test Reference Guide8 California Department of Education • December 2015 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] * signifies multiplication Table 8. PFT Data Collection 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 ≥ The score is greater than or equal to the indicated value. ≤ The score is less than or equal to the indicated value. 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 © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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. 2015–16 California Physical Fitness Test Reference Guide11 California Department of Education • December 2015 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. 2015–16 California Physical Fitness Test Reference Guide12 California Department of Education • December 2015 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 PFT data collection requirements, including the acceptable values, for the Curl-Up are shown in Table 10. The HFZs for the Curl-Up are shown in Table 11. Table 10. PFT Data Collection 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 Abdominal Strength and Endurance 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 © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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 2015–16 California Physical Fitness Test Reference Guide13 California Department of Education • December 2015 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 PFT data collection requirements, including 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. Table 12. PFT Data Collection 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 Trunk Extensor Strength and Flexibility In the proper administration of the Push-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 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 © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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 2015–16 California Physical Fitness Test Reference Guide14 California Department of Education • December 2015 2 0 1 5 – 1 6 P h y s i c a l Table 14. PFT Data Collection 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 © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 5 ( P F T ) In the proper administration of the Modified Pull-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 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. Upper Body Strength and Endurance Age T ≥ The score is greater than or equal to the 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 PFT data collection requirements, including the acceptable values, for the Modified Pull-Up are shown in Table 16. The HFZs for the Modified PullUp are shown in Table 17. 2015–16 California Physical Fitness Test Reference Guide15 California Department of Education • December 2015 2 0 1 5 – 1 6 P h y s i c a l Table 16. PFT Data Collection 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 Upper Body Strength and Endurance 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 PFT data collection requirements, including 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 © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. Age Table 18. PFT Data Collection Requirements for the Flexed-Arm Hang ≥ The score is greater than or equal to the 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 *Age requires collecting the student’s date of birth and first day of testing. 2015–16 California Physical Fitness Test Reference Guide16 California Department of Education • December 2015 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 © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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. Upper Body Strength and Endurance Age F Administration Tips for the Back-Saver Sit and Reach ≥ The score is greater than or equal to the 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 2015–16 California Physical Fitness Test Reference Guide17 California Department of Education • December 2015 2 0 1 5 – 1 6 P h y s i c a l The PFT data collection requirements, including 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 Back-Saver Sit and Reach (# of inches) Age Females & Males All Touching the fingertips together behind the back on both the left and right sides. © 2010 by The Cooper Institute, Dallas, Texas. All rights reserved. © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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 *Age requires collecting the student’s date of birth and first day of testing. Table 21. HFZs for the Back-Saver Sit and Reach 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 *Age requires collecting the student’s date of birth and first day of testing. e s t The PFT data collection requirements, including 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. Table 22. PFT Data Collection 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. 2015–16 California Physical Fitness Test Reference Guide18 California Department of Education • December 2015 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 2015–16 California Physical Fitness Test Reference Guide19 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. California Department of Education • December 2015 25 27 30 32 13 14 2015–16 California Physical Fitness Test Reference Guide20 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 Aerobic Capacity HFZ 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 ) California Department of Education • December 2015 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 Numeric – 2 digits 0 – 11 Data needed in all three Data needed in ALL THREE also used for determining Aerobic fields Weight – lbs Numeric – 3 digits 030 – 400 (3) fields Capacity) IF you enter data for the Pacer, THEN Number of laps Numeric – 3 digits 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. Numeric – 3 digits 030–250 immediately after the walk test Pacer or the Mile Run. IF you enter data for Push ups THEN Total Number Numeric – 2 digits 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 Numeric – 2 digits 0 – 90 (Max = 90) hang THEN you will not enter data for Flexed arm hang Data entered ONLY in ONE Push ups or Modified pull ups (1) option area IF you enter data for Modified pull ups Total Number Numeric – 2 digits 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. Data entered ONLY in ONE 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 Numeric – 2 digits 01 – 75 (Max = 75) Curl-ups up, the score is “01”. Endurance Trunk Extensor Strength & Endurance Trunk lifts Total height in inches Numeric – 2 digits 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 2015–16 California Physical Fitness Test Reference Guide20 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 Aerobic Capacity HFZ 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 ) California Department of Education • December 2015 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 One-Mile Run / 20m PACER / Walk Test 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 score is greater than or equal to the indicated value. ≤ The score is less than or equal to the indicated value. 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. FITNESSGRAM Performance Standards 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. © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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 ≥ The score is greater than or equal to the indicated value. ≤ The score is less than or equal to the indicated value. 5 Student must reach the distance on both the right and left sides to achieve the HFZ. FITNESSGRAM Performance Standards 2 of 4 California Department of Education • October 2015 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. Males Aerobic Capacity Body Composition3 Skinfold Measurements / Bioelectric Impedance Analyzer One-Mile Run / 20m PACER / Walk Test 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 score is greater than or equal to the indicated value. ≤ The score is less than or equal to the indicated value. 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. FITNESSGRAM Performance Standards 3 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 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. © 2013 by The Cooper Institute, Dallas, Texas. All rights reserved. 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 ≥ The score is greater than or equal to the indicated value. ≤ The score is less than or equal to the indicated value. 5 Student must reach the distance on both the right and left sides to achieve the HFZ. FITNESSGRAM Performance Standards 4 of 4 California Department of Education • October 2015 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 Variations, Accommodations, and Modifications for the CAHSEE, CELDT, and PFT for 2014–15 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 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 2 Copyright @ 2014 by the California Department of Education Variations, Accommodations, and Modifications for the CAHSEE, CELDT, and PFT for 2014–15 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 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 3 Copyright @ 2014 by the California Department of Education Variations, Accommodations, and Modifications for the CAHSEE, CELDT, and PFT for 2014–15 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 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 4 Copyright @ 2014 by the California Department of Education Parent Resources California Department of Education December 2015 Physical Fitness Test 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/. 1 The FITNESSGRAM and Healthy Fitness Zone (HFZ) are registered trademarks of The Cooper Institute. 2015–16 Physical Fitness Test (PFT) California Department of Education January 2016 Physical Fitness Test 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. 2015–16 Physical Fitness Test (PFT) 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/. 2015–16 Physical Fitness Test (PFT) 2 ED U DEP AR OF T EN TM N T IO CA 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. A TE N ST 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. IA Trunk Extensor Strength and Flexibility OF C A LI FO R 2015–16 California Physical Fitness Test 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 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 http://www.cde.ca.gov/ta/tg/pf/healthfitzones.asp. 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 Abdominal strength and endurance are important in promoting good posture, correct pelvic alignment, and lower back health. AR OF ED U TE N ST A 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. IA DEP T EN TM N T IO CA 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. OF C A LI FO R 2014–15 Examen de Aptitud Física de California 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 AR OF ED U TE N ST A IA DEP T EN TM N T IO CA 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 http://www.cde.ca.gov/ta/tg/pf/healthfitzones.asp. OF C A LI FO R 2015–16 California Physical Fitness Test PACER It is important to keep in mind that a low VO2max may be influenced by any of following factors: n n n n n 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 n 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 1 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 AR OF ED U TE N ST A IA DEP T EN TM N T IO CA 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 http://www.cde.ca.gov/ta/tg/pf/healthfitzones.asp. 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 1 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. 1 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