Fitnessgram and Physical Best - New Jersey

							  Curriculum and Instruction:
      Inclusion through Fitness
        and the FitnessGram

                     Ellen Kowalski, Ph.D.
                      Adelphi University

                   Carolyn Masterson, Ed.D.
                   Montclair State University




FITNESSGRAM and The Brockport
Physical Fitness Test
 FITNESSGRAM:                     BPFT:
 ◦ Developed by AAHPERD           ◦ Developed by Drs.
   Professionals                    Joseph Winnick and
 ◦ Health-Related,                  Frank Short and other
   Criterion-Referenced             AAHPERD Professionals
   Fitness Test for Typically
                                  ◦ Health-Related,
   Developing Students
                                    Criterion-Referenced
                                    Fitness Test for Students
                                    with Disabilities




Aerobic Capacity/Functioning
FITNESSGRAM:                       BPFT:

  PACER (20m)                        PACER (20m)
  PACER (16m)                        PACER (16m)
(available soon)                     One Mile Run/Walk
  Walk Test
                                     Target Aerobic
  One Mile Run/Walk
                                     Movement Test (TAMT).
Target Aerobic Movement Test
(TAMT)
 For students physically unable to take their
 own heart rate

 Measures the ability to exercise at or above a
 recommended target heart rate for 15
 minutes (Winnick, & Short, 2005).

 Use heart rate monitor during aerobic
 activity.
  ◦ Watch beeps only when the heart rate is above or
    below the set target zone.




Flexibility
FITNESSGRAM:               BPFT:
 Backsaver Sit               Backsaver Sit and Reach
 and Reach                   Trunk Lift
 Trunk Lift                  Shoulder Stretch
 Shoulder Stretch            Modified Apley Test
                             Modified Thomas Test
                             Target Stretch Test




Modified Apley Test

 3 pts:    Superior medial angle of opposite
           scapula

 2 pts:    Top of head – elbow out

 1 pt:     Mouth

 0 pts:    Unable to touch mouth
Modified Thomas Test

 Lying supine on table
 Test right hip, lift left knee and pulls
 towards chest with both hands.
 ◦ Need: 3 X 5” card and a 4 X 6” card
 Scoring
 ◦   3 pts:   Leg   remains in contact with mat
 ◦   2 pts:   Leg   lifts < 3” off table
 ◦   1 pt:    Leg           3”        6”
                    lifts > 3” but < 6”
 ◦   0 pts:   Leg           6”
                    lifts > 6”




Lower Body
Strength and Endurance
FITNESSGRAM:                   BPFT:

 Curl-Up                         Curl-Up
                                          Curl-
                                 Modified Curl-Up




Upper Body
Strength and Endurance
FITNESSGRAM:                   BPFT:
 Push-Up                         Push-Up
 Pull-Up                                   Push-
                                 Isometric Push-Up
 Modified Pull-Up                ◦ 1 trial, up to 40 secs.
 Flexed Arm Hang                        Push-
                                 Seated Push-Up
                                 ◦ 1 trial, hold 20 secs.
                                 Pull-Up
                                          Pull-
                                 Modified Pull-Up
                                 Flexed Arm Hang
                                 Bench Press
Modified Pull-Up




Upper Body Strength and
Endurance (Continued)
                   BPFT:
                    Grip Strength (Dynomometer)
                    Extended Arm Hang
                    Dumbbell Press
                    ◦ Lift a 15 lb. in specific cadence
                      up to 50 times
                    Reverse Curl
                    40 m push/walk
                    Wheelchair Ramp Test




Reverse Curl

 Start with 1 1b weight on thigh

 Extend wrist and flex elbow to at least 45°

 Hold 2 secs. and return controlled

 Scoring
  ◦ 1 rep = Pass
 40 m push/walk
  Test measures if participant has strength to
  cover distance without exertion in 60 seconds
  or less.
  NOT A RACE!
  ◦ Maintain heart rate in Target Zone




             Curriculum
                 and
             Instruction




DIFFERENTIATED
         INSTRUCTION
 Implementing patterns of instruction
    that serve multiple needs and
     therefore benefit many more
       students at a given time.
               EDUCATION
 …IS INCLUSIVE …
          OF ABILITY




DIFFERENTIATED INSTRUCTION =

  CHALLENGING UP (increasing
  complexity)
  BREAKING DOWN (decreasing
  complexity)
Accommodates ALL students
within the Spectrum of ability!




PROVIDE CHOICE
    Equipment to use
    Physical Task or Movement
    Station to go to
    Players Position
IMPORTANT!
               choice:
When providing choice
Teachers do not determine the
 task/equipment FOR the
 student…instead they
              ”
 provide “ALL” students with
 “OPTIONS” to choose from.
            ”




       WHY IS
     PROVIDING
      CHOICE
    IMPORTANT?




EVERYONE HAS THE CHOICE
  ALLOWS EVERYONE TO PARTICIPATE AT
  THEIR OWN LEVEL – From high to low
  skilled
  DOES NOT PUT INDIVIDUAL STUDENTS
  ON DISPLAY
  ACKNOWLEDGES INDIVIDUAL
    DIFFERENCES
  EMPOWERS STUDENT – ALLOWS
  DECISION MAKING
GENERAL POINTERS
 STATION WORK TASK CARDS: Good for
 students with Asthma, Autism, Physical
 Disabilities, Intellectual and Processing
 Deficits
 PARTNERS: Change activity so that
 EVERYONE has a partner
 TASK CARDS: Include multiple tasks that
 work on the same thing but at different
 levels of difficulty/complexity




Red Light Green Light
 Learning Objective:
 ◦ Definition of Aerobic Endurance
 Activity Procedure:
 ◦ Students Move in Open Space using different
                                Begin”
   physical movements. Student “Begin” on GREEN,
         Down”                 Stop”
   “Slow Down” on YELLOW and “Stop” on RED and take
   Heart Rate.
 Inclusion Tips:
 ◦ Create “movement” task cards that allow students
   to choose an activity that challenges their ability
   when the “green” card is shown.
 Elementary Book p. 23




 Learning Objective:
 ◦ Measuring heart rate after an anaerobic activity
 ◦ Importance of maintaining a healthy body composition
 Activity Procedure:
 ◦ Scatter many cones in the playing area with half of them upright
   and the other half laying down.
 ◦ Divide group into two teams – one team the Builders and the other
   the Bulldozers
 ◦ Builders stand up cones that are laying down and the Bulldozers
   hit the upright cones down.
 ◦ Play the activity for 2-4 minutes and take heart rate
 ◦ Switch teams after each round.
 Inclusion Tips:
 ◦   Audience Ideas



 Elementary Book p. 132
          GROUP WORK
Identify 3 ways to build in Choice
 1. Equipment:
   a.
   b.
   c.
 2. Physical Task or Movement:
   a.
   b.
   c.
 3. Players Position:
   a.
   b.
   c.