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Fitness testing for sport and exercise Learning outcomes On completion of this unit students should be able to: 6.1 Understand a range of laboratory-based and field-based fitness tests 6.2 Understand the practice of health screening 6.3 Prepare for and conduct appropriate fitness tests 6.4 Analyse the results of fitness tests. PowerPoint slides on the CD-ROM provide further material for delivering the learning outcomes. The slides are not exhaustive but give important guidelines for learning points.

How this unit will be assessed This unit is assessed internally. To achieve a Pass grade students will need to: P1 describe one test for each component of physical fitness, including advantages and disadvantages P2 prepare an appropriate health screening questionnaire P3 devise and use appropriate health screening procedures for two contrasting individuals P4 safely administer and interpret the results of four health monitoring tests for two contrasting individuals P5 select and safely administer six different fitness tests for a selected individual, recording the findings P6 give feedback to a selected individual following fitness testing, describing the test results and interpreting their

levels of fitness against normative data. In addition to this, to gain a Merit students will need to: M1 explain the advantages and disadvantages of one fitness test for each component of physical fitness M2 describe the strengths and areas for improvement for two contrasting individuals using information from health screening questionnaires and health monitoring tests M3 justify the selection of fitness tests, commentating on suitability, reliability, validity and practicality M4 compare the fitness test results to normative data and identify strengths and areas for improvement.

6 The purpose of this unit is to introduce students to the concepts of fitness testing and health screening. It is paramount the students develop the skills and experience which will allow them to carry out fitness tests. You will need to expose them to a variety of fitness tests to enhance their practical awareness. In addition they will also develop the skills and knowledge which will allow them to analyse test results. They will be expected to give feedback to the individuals based on results, which will concentrate on strengths and areas for improvement. They will also explore the practice health screening and how it relates to fitness testing. Finally they will also have the opportunity to investigate health screening and consider such topics as health screening questionnaires.

Unit overview

Unit 6: Fitness testing for sport and exercise


In addition to this, to gain a Distinction students will need to: D1 evaluate the health screening questionnaires and health monitoring test results and provide recommendations for lifestyle improvement D2 analyse the fitness test results and provide recommendations for appropriate future activities or training.

Suggested activities The at-a-glance grid on page 0 shows how the activities in the tutor pack relate to the content of the unit. You can encourage students to achieve higher grades by alerting them to the full assessment criteria in the unit specification for Merit and Distinction grades and by encouraging them to use analytical and evaluation skills during the activities. The Student Book contains a number of activities designed to increase the learner’s knowledge and practise their research skills.

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Scheme of work

BTEC National Sport Unit 6 Fitness testing for sport and exercise Academic year: ....................................................................... Broad aim: Successful completion of the unit Number of weeks: 20 Teacher(s): ....................................................................... Duration of session: ............................................................... SB = Student Book Guided learning hours: .......................................................... ADR = Assessment and Delivery Resource Week Outcome/topic Tutor preparation Student activity Resources Links

1 Introduction to the unit, assessment procedure, learning outcomes, health and fitness defined

• Describing unit requirements • Defining key terms • Promoting discussion • Setting out unit requirements

• Note-taking • Problem-solving • Discussion • Self-evaluation

• ADR p 00, 6.7 Introductory activity

• SB p 2, activities

2 Concepts of fitness tests/ difference between laboratory and field based tests

• Delivering PowerPoint presentation • Q and A • Producing list on board

• Note-taking • Problem-solving


• ADR PowerPoint presentation

P1, M1

Flexibility defined, explained, tests, units of measurements, sporting and lifestyle examples

• Defining key terms • Facilitating students’ research skills

and aiding problem-solving when required

• Research • Problem-solving • Descriptive work on tests • Analysis of tests

• ADR p 00, 6.2 Worksheet • SB p 4, paired activity

P1, M1

3 Strength defined, explained, tests, units of measurements, sporting and lifestyle examples



• Problem-solving • Discussing • Researching

• SB p 5, Think it over • SB p 7, Extension activity

P1, M1

Aerobic endurance – defined, explained, tests, units of measurements, sporting and lifestyle examples



• Researching • Problem-solving • Application of knowledge

• SB p 9, Extension activity • SB p 9, Case study

P1, M1

4 Aerobic endurance – defined, explained, tests, units of measurements, sporting and lifestyle examples

• Arranging visit and monitor of health and safety whilst on visit

• Visit to local facility to view assessment of aerobic endurance. Can also link into health screening.

• Sports facility P1, M1

5 Speed – defined, explained, tests, units of measurements, sporting and lifestyle examples

• Defining key terms, maintaining health and safety

• Facilitating with data analysis

• Practical activity • Results recording • Data analysis

• SB p 11, Practical activity • Sports hall, stopwatch and

cones

P1, M1


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Unit 6 Fitness testing for sport and exercise Week Outcome/topic Tutor preparation Student activity Resources Links

5 Power – defined, explained, tests, units of measurements, sporting and lifestyle examples

• Defining parameters for presentations on power

• Research • Student-led presentations on

power topics (see second column)

• Computers P1, M1

6 Muscular endurance – press and sit-up test

• Providing students with appropriate stationery

• Poster production • Research

• ADR p 00, 6.4 Poster design P1, M1

Body composition – defined, explained, tests, units of measurement, sporting and lifestyle examples

• Arranging visit and worksheet to gather information from health nurse

• Problem-solving • Listening to and Q and A

session with guest speaker – health nurse discussing body composition testing

• ADR p 00, 6.5 Research activity • Health nurse

P1, M1

7 Advantages and disadvantages of tests – cost, time and equipment required

• Facilitating student presentations • Producing presentations for assessment practice

• SB p 17, Assessment practice P1, M1

Advantages and disadvantages of tests – facility requirements, skill level of person carrying out test

• Identifying some advantages and disadvantages through lecture

• Problem-solving • Research • Q and A • Note-taking

• SB p 18, Think it over • SB p 19, Extension activity • SB p 20, Activity

P1, M1

8 Issues with validity • Aiding problem-solving and facilitating discussion if required

• Problem-solving – extended to discussion

• ADR p 00, 6.3 Case study • SB p 20, Think it over

P1, M1

Issues with reliability • Facilitating research skills for key information from fact sheet

• Producing an information fact sheet

• Research

• ADR p 00, 6.6 Plenary activity P1, M1

9 Health screening questionnaires • Brief introduction to health screening questionnaires

• Designing health questionnaires • ADR p 00, 6.8 Questionnaire design

• SB p 23, Activity • Sample health screening

questionnaires

P2, P3, M2, D1

Client consultation, questioning, listening and non-verbal communication

• Q and A • Facilitating problem-solving

• Thought-showering • Problem-solving • Discussion

• SB p 24, Activity P2, P3, M2, D1

10* Client confidentiality, informed consent, CHD risk factors and medical referral

• Q and A to simulate answers and discussion

• Case studies – extend to discussion

• ADR p 00, 6.9 Case study • SB p 25, Case study

P2, P3, M2, D1

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10 Health monitoring tests, heart rate and blood pressure

• Maintaining health and safety and ensuring the correct protocol is adhered to

• Practical activity • Data generation and

presentation • Results analysis

• ADR p 00, 6.10 Research activity

• SB p 26, Case study • SB p 29, Extension activity • Heart-rate monitor,

sphygmomanometer

P4, M2, D1

11* Health monitoring tests, lung function, waist to hip ratio and body–mass index




• ADR p 00, 6.11 Role-play • ADR p 00, 6.12 Plenary activity • SB p 28, Assessment practice • SB p 32, Case study • SB p 33, Assessment practice • Peak-flow meter, tape measure

and weighing scales

P4, M2, D1

12* Aerobic endurance – multi-stage fitness test, step test





• MSFT tape or CD, cones, tape measure, metronome, stopwatch, heart-rate monitor and step

P5, M3, D2

Aerobic endurance – maximal treadmill protocol




• SB p 00, activity 35 • Treadmill and stopwatch

P5, M3, D2

13* Strength – 1RM, grip dynamometer Power – vertical jump




• ADR p 00, 6.14 Practical activity • SB p 35, Practical activities • SB p 35, Extension activity • Resistance machines, grip

dynamometer • Chalk and tape measure

P5, M3, D2

Muscular endurance – Wingate test, sprint tests




• ADR p 00, 6.16 Practical activity • SB p 36, Case study • Wingate programme, Monark

cycle, printer and computer

P5, M3, D2


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14* Muscular endurance – press and sit-up test Body composition – skin-fold callipers, bioelectrical impedance, hydrodensitometry (if available)




• ADR p 00, 6.15 Practical activity • SB p 37, Case study • Stopwatch, exercise mats, skin-

fold callipers and bioelectrical impedance machine

P5, M3, D2

Preparation for tests – selection of tests, reliability and validity (revisited), practicality of tests

• Q and A • Lecture on validity and reliability

• Producing summary sheets of reliability and validity of fitness test

• Q and A • Note-taking

• Protocol sheets (typed sheets giving details on equipment, methods, calculations required, dimensions of testing area, units of measurement, etc.)

P5, M3, D2

Pre-test procedures • Providing poster stationery • Facilitating list

• Producing check list of pre-test procedures on poster

P5, M3, D2

15 Purpose of tests (revisited) – identify components of fitness, give a benchmark, allow a more specific programme to be written, education about health and fitness

• PowerPoint presentation • Worksheets with sporting examples

• Note-taking • Completing worksheets

M3, D2

Conduct – test sequence, and test protocols

• Brief lecture on physiological factors affecting testing

• Group discussion • Case study

• ADR p 00, 6.18 Plenary activity • SB p 40, Case study

M3, D2

16* Conduct – health and safety, reasons to terminate a test and recording test results


• Research • Problem-solving • Practical fitness testing for

assessment practice


• SB p 42, Assessment practice

P5, M3, D2

Normative data – population norms and norms for sports performers

• Facilitating group discussion • Providing normative data tables

• Group discussion • Analysis of normative data

tables


P6, M4, D2

17* Normative data – norms for elite athletes and accepted health ranges

• Lecture on health ranges • Review of health ranges • Discussion on importance of

normative data for elite level athletes

P6, M4, D2

Feedback – verbal • Lecture on key principles of verbal feedback

• Role-play to improve verbal feedback

• Note-taking

P6, M4, D2

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18 Feedback – written • Lecture on key principles of written feedback

• Case study • Note-taking

• ADR p 00, 6.20 Case study P6, M4, D2

Feedback – tests carried out, test results, levels of fitness

• Facilitating problem-solving and research

• Problem-solving • Research • Case study


• SB p 48, Case study

P6, M4, D2

19 Feedback – strengths and areas for improvement, recommendations

• Individual support on providing feedback based on fitness tests

• Problem-solving • Assessment practice – feedback

• ADR p 00, 6.23 Problem-solving

• SB p 49, Activity • SB p 49, Assessment practice

P6, M4, D2

20 Unit evaluation, review of key ideas and learning outcomes

• Q and A for unit review, answering of knowledge check

• Reviewing unit and performing knowledge check

• Unit review form • SB p 54, Knowledge check

* Weeks where you will need relevant normative data sheets

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At-a-glance activity grid Unit 6 Fitness testing in sport and exercise

Activity Title and description

Scheme of work

ADR page number/CD

Delivery notes Extra resources Links to grading criteria

Links to textbook

Outcome 6.1 Understand a range of laboratory-based and field-based tests Section 1 of this unit in the student book outlines the key fitness tests that can be used to assess the individual’s fitness level. The protocols are described for the laboratory and field based tests in conjunction with normative data where available. Discussion is also centred on the advantages and disadvantages of these tests around key issues such as validity and reliability.

6.1 Introductory activity – the role of fitness tests

Week 2 The aim of the introductory activity is two fold. Firstly you can introduce the concept of fitness testing to help students but also secondly have a pre-learning knowledge check. This will enable you to check their prior knowledge; they should be able to draw on their personal experience. The more able students should be able to list the reasons that illustrate their knowledge, for example, for selection purposes to training squads.

Whiteboard, flip chart paper and pens

P1

6.2 Worksheet – fitness tests explored

Week 2 This worksheet is designed with differentiation in mind for your range of students. Less knowledgeable students can give themselves an introduction to fitness testing, whereas other students can be extended by looking at the protocols of testing and advantages and disadvantages of testing. This worksheet should give you a good understanding of any student who requires extra support.

Computers / access to learning resource centre

P1, M1

6.3 Case study – validity and reliability of fitness tests

Week 8 Based on experience you should be aware that validity and reliability are difficult concepts for some students to grasp immediately. Therefore there should be a session prior to this, which introduces the students to these terms before they are expected to apply them to specific tests. In terms of feedback to the students based on their answers this may also form a significant part of a lesson.

Computers P1, M1

6.4 Poster design – the press and sit up test

Week 6 This poster can be used as an icebreaker within the group to match students up with other group members. You can extend the task by getting the more able students to look at the advantages and disadvantages of these tests.

A2 poster paper, highlighter pens, glue, scissors plus other stationary equipment, computers

P1

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Scheme of work

ADR page number/CD


Links to textbook

6.5 Research activity - extending your knowledge of fitness tests

Week 6 This task can be used to stretch the knowledge of the more able students as they will be gaining a wider knowledge of the fitness tests.


P1

6.6 Plenary activity – pulling it all together

Week 8 This task is good for promoting teamwork with the group. The booklet produced can become a central learning document with the unit. If you have weaker students you can team them up with more knowledgeable students who can support them with the more difficult issues.

Computers / access to learning resource centre and photocopying

P1, M1

Outcome 6.2 Understand the practice of health screening Section 2 gives the student the opportunity to explore the practice of health screening including key components such as questionnaires and client consultation. Important factors related to client communication are covered in terms of questioning, listening and non verbal communication. Students will also be expected to take a hands-on approach to health monitoring tests, for example, blood pressure and lung function.

6.7 Introductory activity – difference between health and fitness

Week 1 This task is designed to raise awareness between health and fitness. The more able students can be extended by asking them to explain why factors affect health and fitness, for example, smoking, They may also want to look for links between factors, for example, drinking with dietary problems.

Whiteboard

6.8 Questionnaire design – Constructing a health-screening questionnaire

Week 9 It is paramount that the students are exposed to a variety of health related questionnaires to increase their awareness.

Computers and sample questionnaires

P2

6.9 Research activity – The importance of health monitoring tests

Week 10 The students will probably need some guidance on the areas for research – so that their focus remains fairly tight. You can try to extend the students’ reading range by getting them to search health magazines, newspapers and other health related articles.


6.10 Case study – The medical referral scheme

Week 10 You may want to use this case study as a major piece of homework used as a learning check. This is because there are a variety of key topics covered.

Computers M2

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Scheme of work

ADR page number/CD


Links to textbook

6.11 Role-play – Health screening in action

Week 11 Often students struggle with role-plays due to a lack of confidence and practice. If you have students who are unable to use this format you can ask them to write the interview down on paper in the form of an interview.

Stadiometer, tape measure, weighing scales, peak flow meter or spirometer, heart rate monitor, stopwatch and sphygmomanometer

P4, M2, D1

6.12 Plenary activity – the key elements of health screening

Week 11 This task can be used to check the student’s classroom and research notes as they will need to review their previous work. The more able students can peer review each other’s to highlight strengths and areas for improvement.


P2, P3, P4

Outcome 3. Be able to prepare for, and conduct, appropriate fitness tests Within this learning outcome there is a heavy practical emphasis on the learning. The students will be expected to put into practice the knowledge they have gained from Learning outcomes 1 and 2. It is important that the students are exposed on a practical level to as many tests as possible whilst supported by appropriate theory linked to how to conduct a fitness test.

6.13 Introductory activity – Putting theory into practice

Week 12 This introductory activity is designed as a learning check from Learning outcome 1 to refresh the student’s knowledge of fitness tests. You can extend this by getting the more able students to write an equipment list and protocol for the tests they identify.

Computers and access to key textbooks

P5, M3

6.14 Practical activity – Comparison between upper and lower body strength

Week 13 This practical activity supported by results analysis is designed with differentiation in mind. The more able students will be able to tackle questions 4 and 5. The less able students may need support on producing the graph in respect of plotting and labelling.

Stopwatch, exercise mat, room for testing, graph paper

P5, M4, D2

6.15

Practical activity – Comparison between body weight and body composition

Week 14 The same principles apply for the activity as with 6.14. In addition it is vital the students have a quiet room for body composition assessment and discussion of the results, which can sometimes be a sensitive issue.

Graph paper, weighing scales, skin fold measurements and private room for body measuring

P5, M4, D2

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Scheme of work

ADR page number/CD


Links to textbook

6.16 Practical activity – testing for speed

Week 13 You can extend this practical activity by having different testers and looking at the reliability of the results. There is also scope to look at the correlation between distances for the more able students.

Stopwatches and tape measure

P5, M4, D2

6.17 Research activity – health and safety of fitness testing

Week 16 This list can either be done on an individual basis or in small groups based on the knowledge and experience of the students. This list can become a central document that all students can use in their assessments.

P5, M4, D2

6.18 Plenary activity – importance of test sequence

Week 15 This task can be used as either as a discussion task or research task for homework for the more able students. To complete this task they will need a good level of Exercise Physiology knowledge. You may want to link into the physiological units to support their learning.

M3

Outcome 4. Be able to analyse the results of fitness tests In this final outcome of the unit the students will need to complete the evaluation process and analyse fitness testing results. They will be expected to use normative data for the specific population and provide feedback to the athlete, client or individual they have tested with consideration of strengths and areas for improvement.

6.19 Introductory activity – the use of normative data

Week 16 This discussion can be supported by work performed within Learning outcomes 1 and 3. For example, when assessing individuals’ fitness levels in the practicals you should highlight issues surrounding normative data.

M4, D2

6.20

Case study – verbal and written feedback

Week 18 To aid the students with this case study you can give it to them for homework so that they bring the information to the session, which can lead to a discussion thereby supporting their knowledge. You will be able to use this case study for a full session and it covers a range of topics and wider issues.

Computers and access to learning resource centre

P6, M4, D2

6.21 Role-play – Verbal feedback about the outcomes of assessment and an estimate of levels of fitness

– – Often students struggle with role-plays due to a lack of confidence and practice. If you have students who are unable to use this format you can ask them to write the interview down on paper in the form of an interview.

Quiet room for feedback session

P6, M4, D2

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Activity Title and

description Scheme of work

ADR page number/CD


Links to textbook

6.22

Research activity – Analysing fitness results

Week 18 This activity can be used prior to formative assessment as the students can gain confidence in the topic area through practice.


P6, M4, D2

6.23 Problem solving – recommendations for future training

Week 19 It is important that the students are aware of the difference between a fitness test and training method, which this task can help with. The more able students can be asked to describe and analyse a range of training methods to deepen their knowledge.


P6, M4, D2

6.24 Plenary – the golden rule of analysing test results

– – The students may not be able to see past the obvious points; however, they should consider issues such as data representation and analysis.

Computer and classroom notes

P6, M4, D2

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Lesson plan Aims: To introduce students to the concepts of fitness and fitness tests

Objectives Students will be able to: • Define and explain the term fitness and components • Describe what a fitness test is and identify a range of fitness tests

Resources: Computer, projector, Worksheet 6.2, computers for student research and with PowerPoint facilities.

This structure may be spread over a number of lessons as required.

Timing Stage of Lesson Teacher activity Student activity Differentiation*

5 mins Introduction Teacher introduces the concept of fitness by asking the class what they think fitness is – key words and concepts. Expand this into group discussion. Teacher defines and explains the term fitness.

Activity A: noting down thoughts and ideas about fitness. Group discussion on the term fitness. Writing down a definition.

Easy/medium. All students will be able to give some basic ideas regarding fitness, possibly key words or concepts; however, they may need to discuss their ideas with others to stimulate their thoughts. In respect of the discussion they should be encouraged to talk about fitness in their chosen sport so they can draw on their own experience and feel comfortable in doing so.

5 mins Development Introducing the different components of fitness (for example, flexibility) and their links with different sports. Facilitating where required to aid student development of group list or sporting examples.

Activity B: Producing group list on whiteboard of the different components of fitness. In pairs, for each component identify three sports that require an element of that component (e.g. weightlifting could be an example for strength).

Medium. The activity requires some previous knowledge or understanding in respect of the components of fitness, so the teacher should list them on the board to help the less ablestudents. They should then at least be able to link the components to specific sports, with peer support. One way to extend the more able students is to ask them to rank the importance of each component for their sports.

3 mins Development Providing a definition of a fitness test and a couple of examples (draw on students’ sporting/school experience of fitness tests). Facilitate discussion.

Note-taking Activity C: Discussion based on their experience

Medium/hard. This activity requires both personal experience and an understanding of fitness tests. Less able students may need some support with this as they may need a couple of examples to get them started. Differentiation will certainly be by the depth of discussion around fitness tests.


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Timing Stage of Lesson Teacher activity Student activity Differentiation*

25 mins Development Facilitating where required student development of ADR Activity 6.2 (list of fitness tests and protocols)

ADR Activity 6.2: Through research producing a spider diagram of the possible fitness tests (try for ten) they can use for assessment work. Describe the protocol (method) for three of the tests identified in the spider diagram.

Easy/medium/hard – this worksheet allows for clear differentiation for the range of students within your group. The less able students may need a start in producing their spider diagrams and will need links to suitable websites or other resources. Through the description of the tests they will need to understand what is the important information they need to include, and which will require most support. The most able students should need some guidance in completing the final task as this involves a level of analysis.

Homework Set homework for next session Analysis of one fitness test, looking at the advantages and disadvantages of using it.

7 mins Review and evaluation

Summarise the students’ findings from worksheet 8.6.2, recap definition of fitness and the components of fitness through Q and A. Recap on homework.

Answering review questions, adding to research notes generated in worksheet 8.6.2, logging down homework.

* Differentiation is by application to discussion and their research skills – less able students should still be able to contribute and the teacher should encourage this, while the more able will contribute actively to discussions, giving good justification and reasons behind suggestions and points of view. In terms of the research the less able students will need direction to target their research through key information resources.

BTEC National Sport Assessment and Delivery Resource


6.1 Introductory activity: the role of fitness test Student book p ?

There are many reasons why an individual or athlete may use a number of fitness tests. In small groups, try to identify six possible reasons for using fitness tests. For example, an individual may take a fitness test after recovering from injury.

Next, with the aid of your tutor, draw up a group list of reasons on the whiteboard or flip chart. This list will be a good starting point in terms of understanding the role that fitness tests can play in relation to fitness and health.

6.2 Worksheet – fitness tests explored Student book p ?

Produce a spider diagram of several possible fitness tests (try to think of ten) that you can use with an individual, for example, the sit and reach test. Once you have done this, you should describe the protocol (method) for three of the tests in the spider diagram. Finally, for one test you have described, analyse the advantages and disadvantages of using it.

Figure 6.1: Cartoon showing athlete running on a treadmill, with oxygen mask, heart rate monitor, electrodes in skin etc, connected up to a bank of machinery, Athlete is looking

exhausted and sweat is pouring off her/him. One onlooker is saying to another: ‘S/he’s given up training altogether: s/he just does fitness tests.’

Activities for Learning outcome 6.1



6.5 Research activity – extending your knowledge of fitness tests

Student book p ?

There are a number of fitness tests that are not covered in the Student Book. However, you should be aware of them because they are used on a regular basis in sport settings. You should research into the following tests and produce notes for your subject file:

Cooper 12-minute run

1.5 mile run

Repeated sprint test

Standing broad jump

Height and weight charts.

6.6 Plenary activity – pulling it all together Student book p ?

Working in groups, produce a range of information fact sheets (one page maximum), each on a specific fitness test. Each individual should prepare one fact sheet. The fact sheet should include:

the protocol

equipment and facility requirements

equations/calculations if required

diagram of athlete performing test

time and cost implications

validity and reliability of test

advantages and disadvantages of test.

Unit 6: Fitness in sport and exercise


6.7 Introductory activity – difference between health

and fitness Student book p ?

Often people tend to confuse the terms fitness and health. They see them as being the same thing. In small groups, devise a list of six things that affect the health of an individual and six that affect their fitness. After you have drawn up your lists, discuss them with other groups and note any similarities or differences. Through the lists and discussion you should see there is a difference between health and fitness. In your groups you should try to answer the following questions:

Is it possible to be fit but not healthy?

Is it possible to be healthy but not fit?

6.8 Questionnaire design – constructing a health screening questionnaire Student book p ?

The importance of health screening a client cannot be overstated, based on the grounds of health and safety. On an individual basis, draw up a list of ten medical conditions (for example, asthma) and ten lifestyle factors (for example, smoking) that you believe a pre-exercise questionnaire should aim to tackle. You should discuss this with other group members to decode whether there are some common conditions that should be included in the questionnaire.

Once you have your list, design a health screening questionnaire and produce it on the computer. Ask other group members to peer-review your questionnaire, identifying strengths and areas for improvement in the design. Use their comments to produce a second draft of the questionnaire.




6.12 Plenary activity – the key elements of health screening

Student book p ?

To help you when you are carrying out a health screening on an individual, it is always good practice to use a checklist to ensure you have covered all the important aspects. Produce a checklist that you can use when carrying out a health screening test. The checklist should include:

the documentation to be completed

the equipment required for health monitoring tests

the protocols for health monitoring tests

the normative data tables for health assessment.



6.13 Introductory activity – putting theory into practice Student book p ?

On an individual basis complete the following table, which requires you to match possible fitness tests with different components of fitness.

Figure 6.2 Man stretching. From Cumulus (green), KM17,CD no. 2834a.

Component of fitness Name of fitness test

Flexibility

Aerobic endurance

Strength

Muscular endurance

Power

Speed




6.14 Practical activity – Comparison between upper and

lower body strength Student book p ?

From the equipment available at your school or college choose two fixed-resistance machines – one for the upper body and one for the lower body. Use the machines to complete the following raw data table. You may want to use some of the results for your assessment.

Figure 6.3 Weight training machine. Source: iStock ist2_2493090.

* 1RM = 1 repetition maximum: maximum weight student can lift once on specific machine.

Using your results, produce a scatter graph plotting the upper body score against the lower body score.

1 Based on the rank score, discuss the differences and similarities between upper and lower body scores.

2 Is there any distinctive profile in relation to your scatter graph, for example, does it have a positive relationship?

3 Are the results as you would expect and are there any reasons for your results?

Student name Upper body (kg) 1RM*

Rank order

Lower body (kg) 1RM*

Rank order




6.15 Practical activity: comparison between body weight and body composition

Student book p ?

For this practical activity you will need to make a comparison between body weight and body composition within your group. The body composition may be assessed through bioelectrical impedance or skin-fold calliper measurements, depending on the equipment available within your school or college.

You may want to use some of the results for your assessment.

Student name Body weight (kg) Body fat (%) or Body fat (mm)

Using your results, produce a scatter graph that plots body weight against percentage body fat.

1 Is there any distinctive profile in relation to your scatter graph, for example, does it have a positive relationship?

2 Based on the raw data, discuss the differences and similarities in respect of body weight and body fat.

3 Discuss the possible reasons for your results.

4 Discuss the disadvantages of using the skin-fold calliper method for assessing body composition.



6.16 Practical activity – testing for speed Student book p ?

Working as a group, test group members for their speed over 15 m, 25 m and 40 m. Record the results using the following table.

Figure 6.4: Source: iStock ist2_1551922. .

Student name 15 m (seconds)

25 m (seconds)

40 m (seconds)

Once you have collected your results, put them in rank order for each of the three distances.

1 Are there any differences in the rank order of times between group members? If so, why do you think this is?

2 How reliable do you think the timings are, and how could the timing be improved in terms of reliability?

3 Can you identify sporting activities that require a high level of speed?



6.17 Research activity – health and safety of fitness testing Student book p ?

As the fitness tester you should have a good understanding and awareness of health and safety when testing an individual. It is important to consider health and safety prior to, during and after the testing session. Produce a checklist that considers health and safety factors. The following checklist table may help you. It includes two examples to get you started.

Cross or tick

Risk assessment

Health questionnaire



6.18 Plenary activity – importance of test sequence Student book p ?

The ACSM (American College of Sports Medicine,1995) have produced the following guidelines for test sequence:

1 resting blood pressure and heart rate

2 body composition

3 aerobic fitness

4 strength / muscular endurance

5 flexibility.

In your groups, discuss the reasons why this order should be followed when carrying out fitness tests.



6.19 Introductory activity – the use of normative data Student book p ?

Using your personal experience and understanding, discuss within your group the advantages and disadvantages of using normative data to analyse results.

6.20 Case study – verbal and written feedback Student book p ?

In a couple of days, a client is coming to see you to receive some verbal and written feedback regarding the fitness testing you performed. The client has no understanding of fitness or the meaning of the fitness tests.

1 What sort of language should you use with the client, and why?

2 Why is it important you prepare a professional report for the client?

3 Why is it important that at the end of the consultation you should identify the next stage for the client?

4 Why is it important to prepare prior to the consultation?

5 Why might it be important to use constructive and reassuring language if the results are deemed to be poor?

6 In terms of the consultation room, what should you consider?




6.23 Problem-solving – recommendations for future training Student book p ?

Using arrows, match the fitness components on the left with the appropriate training method (or piece of equipment) on the right. This will help you in providing recommendations for future training. Note that some training methods may be useful for more than one component of fitness.

Static stretching

Interval training

Fartlek training

Resistance machines

Hill sprints

Steady-state training

Ballistic stretching

Dumb-bells

Circuit training

Acceleration sprints

Aerobic endurance

Speed

Power

Strength

Flexibility

Body composition

Muscular endurance



6.24 Plenary – the golden rules for analysing test results Student book p ?

Within your group, possibly with your tutor’s support, produce a list of the ten golden rules for analysing test results. For example, one rule could be:

1 Make sure that the normative data table you use reflects the client’s age, gender and sporting background.



6.3 Case study – validity and reliability of fitness tests Student book pp ??

Becky, aged 19, is training for her Level 2 fitness instructor’s qualification at your local gym and is under your supervision. She has shown a good understanding of the different types of fitness testing and has good practical ability. However, she has a number of questions in relation to validity and reliability that she needs answering.

1 Becky has concerns that the Harvard step test may not provide totally reliable data. Do

you agree with Becky, and if not why not?

2 She would like to know why the multi-stage fitness has a high level of validity.

3 In addition she would like to know the differences, in terms of validity and reliability, between laboratory-based and field-based tests.

6.3 Poster design – the press and sit-up test Student book pp ??

To aid the understanding of fellow students using the gym at your school or college, produce an A2 poster based on the press and sit-up test. You should include:

diagrams of the correct techniques

the correct protocol

normative data tables

Further activities for Learning outcome 6.1



6.9 Case study – the medical referral scheme Student book pp ??

Sanjay, a 52-year-old postal worker, has decided to start a training programme on the advice of the practice nurse at his local surgery. The nurse recommended him to his local leisure centre on a medical referral scheme. He has been told to train his aerobic endurance and reduce his body fat percentage, which should help him with his lifestyle as he has been feeling fatigued at work. Further to this, the increase in body fat has reduced his self-confidence. However, after his induction and one training session, Sanjay has not been to the gym for two weeks.

1 Why was it important for Sanjay to reduce his body fat percentage?

2 Describe two methods that could have been used to assess his body composition.

3 Provide a list of the possible reasons why Sanjay may have stopped the training programme.

4 Do you believe that an increase in body fat is purely a physical concern? If not, why not?

5 What are the possible long-term implications for Sanjay?




6.10 Research activity – the importance of health- monitoring tests Student book pp ??

Complete the following tasks:

Working in small groups, using recognised texts, research one of the following areas:

the importance of monitoring resting and exercise heart rates

the importance of monitoring blood pressure and stress levels

the importance of monitoring lung function

the importance of monitoring body composition.

Produce research notes, and use them to help you produce a two-page summary sheet on your selected topic. Cover all four topics within your group, and put them together to produce an eight-page booklet that the group can use in the future.



6.11 Role-play – health screening in action Student book pp ?–?

Student A takes the role of a fitness instructor performing a health screening through an initial consultation. Student B is the client who has decided to join your fitness club. The instructor should assess the client’s:

blood pressure

resting heart rate

lung function

waist to hip ratio

body mass index.

To ensure that you are clear with the protocols you should review pages xx to xx of the Student Book.

It is important that the fitness instructor uses a professional manner when testing and speaking to the client. This will help to improve practical skills when using the equipment, for example, the peak flow meter. The instructor should relay the results of the tests, linked to appropriate health-based data tables.

After finishing the consultation, Students A and B should swap roles and repeat the role-play.

Figure 6.5 Source Cumulus (green), CD no. 2098a, no 521.



6.21 Role-play – verbal feedback on the outcomes of assessment and an estimate of levels of fitness

Student book pp ?–?

Student A takes the role of a fitness instructor giving verbal feedback to the client (student B) on some fitness test results obtained recently. The client takes the role of the following individual:

Client name: Roberta Martinez. Age: 23. Sport: Netball player.

Sit-up test: 17

Agility sprint test: 19.32 seconds

Grip strength test: 32 kg

Multi-stage fitness test: level 8, shuttle 2 As the fitness instructor, Student A should provide verbal feedback to the client on the above results. Prior to the consultation you will need to analyse the results in comparison to normative data. When you are speaking to the client you need to consider a number of factors.

Ensure the feedback is given in a quiet environment.

Don’t baffle the client with science or technical jargon.

Remember to link in the results into the targets or goals set for the client, which you may wish to re-set.

Remain positive throughout the consultation and maintain a professional manner.

If the results are poor, you should be ready to suggest to the client ways of improving their fitness.

At all stages of the consultation, make sure that the client has understood the information provided.




6.22 Research activity – analysing fitness results Student book pp 11–18

You should read the following set of results obtained from a recent battery of fitness tests:

Client name: Greg Wilson. Age: 45. Weight: 80 kg.

Multi-stage fitness test: level 6, shuttle 2

Sit and reach test: 12 cm

1RM 50 kg (bench press)

BMI: 31 In small groups, locate the normative data, which should allow you to evaluate Greg’s results.

In your groups, discuss the results and decide on recommendations of the components of fitness he needs to improve on.

Produce a typewritten mini-report with the following sections:

results

analysis against normative data including graphs where appropriate

list of recommendations to include future training needs

list of references used.



Unit 6 Solutions 6.1 Introductory activity – the role of fitness tests • To inform about recovery during or after injury • For talent identification purposes • For squad or team selection • To identify strengths and areas for improvement • To monitor the progress of a training programme • To use as a motivational tool • Plus other ones you feel are relevant 6.3 Case study – validity and reliability of fitness tests 1 The Harvard step test has been shown to provide unreliable data due to two key factors. First, it is only sub-

maximal and therefore is based on a prediction. Second, the equation has been proved to be unreliable and over-estimates aerobic endurance. There are also concerns that there is a wide range of protocols for this test, which makes comparisons between groups difficult.

2 Within fitness testing, the multi-stage test is viewed as the gold standard of assessment within a field-based environment. It is maximal in nature and is supposed to represent the highest attainable value. The equation used to calculate aerobic endurance has been tested on many occasions and has been shown to have strong correlation with actual values.

3 Discussion around this question needs to centre on the factors that can influence validity and reliability, such as environment, scientific support, equipment, controlling of variables, etc.

6.7 Introductory activity – difference between health and fitness Factors that affect health: • Smoking • Lack of exercise • Excessive amounts of alcohol • Pollution • Excessive stress levels • Lack of a balanced diet • Plus many more Factors that affect fitness: • Injury • Lack of motivation • Poor training methods • Not following the principles of training • Smoking • Increased body fat • Plus many more



6.10 Case study – The medical referral scheme 1 Reducing his body fat percentage would reduce Sanjay’s long-term chances of congenital heart disease and

improve his quality of life. In addition there are psychological considerations – for example, excess body fat can decrease self-confidence.

2 Body composition tests include skin-fold callipers, bioelectrical impedance and other relevant tests.

3 Sanjay could have stopped training for many reasons – lack of motivation, poor results, pressures from home, etc.

4 Expand from answer 1, linking to self-confidence, self-esteem and social reasons.

5 In the long term, Sanjay’s increased body fat could result in time off work, reduced capacity to carry out daily activities, increased medical costs and worries for the family.

6.13 Introductory activity – Putting theory into practice An example:

Component of fitness Name of fitness test

Flexibility Sit and reach test

Aerobic endurance Multi stage fitness test

Strength 1 rep maximum

Muscular endurance Sit up test

Power Vertical jump

Speed 10m sprint 6.17 Research activity – health and safety of fitness testing An example:

Cross or tick

Risk assessment

Health questionnaire

Informed consent form

Check all equipment is working

Ensure you can use the equipment

Make sure you are clear on protocol

Inform them about not eating before testing

Give them a kit list

Ensure they are wearing appropriate kit

First aid kit full and available

Water available

Emergency number available

Aware of evacuation procedure



6.20 Case study – verbal and written feedback 1 Answer should include key words, such as clear, concise, avoid jargon, etc.

2 You should prepare a professional report because you are working in a professional environment, the client may want to use your services again, it will enhance the company image, or other relevant answers.

3 It is important to identify the next stage in order to carry on the with the evaluation process, reset the goals and change the programme.

4 Preparation prior to the consultation is important to ensure that you have all the relevant documentation available. It shows you are professional and can offer a good service. Preparation ensures that the information is specific to the client. Plus other relevant answers.

5 Using constructive and reassuring language is important because people may lose motivation due to poor performance as they have invested a lot of time, money and effort in their training. They may have a variety of reasons for training that are important for them, for example, they may want to lose weight for a wedding.

6 Factors to consider include a quiet environment, relaxed room, access to resources, etc.



Unit 6 Exemplar assignment You are to produce a report that explores health screening questionnaires and their use with two contrasting individuals.

This assignment is assessing criteria:

• P2: prepare an appropriate health-screening questionnaire • P3: devise and use appropriate health screening questionnaires for two contrasting individuals • M2: (part) describe the strengths and areas for improvement for two contrasting individuals using

information from health screening questionnaires • D1 (part) evaluate the health screening questionnaires and provide recommendations for lifestyle

improvement. Task 1: (P2) Prepare an appropriate health screening questionnaire that you can use in the future with two contrasting clients, for example, a classmate and a family member. The health screening questionnaire should include factors such as smoking. The questionnaire should be included in your assignment at the front of your report. Task 2: (P3) Administer the questionnaire you designed in Task 1 to two contrasting individuals. They may contrast in age, gender, lifestyle, etc.

Task 2: (M2, part) Describe the strengths and areas for improvement for the two contrasting individuals. To do this, consider aspects of the questionnaire, for example, the individuals’ smoking habits. Task 3 (D1, part) To gain the Distinction grade you will need to evaluate the health screening questionnaires, drawing valid conclusions. Therefore you will need to support the points you make with the appropriate literature in conjunction with suggesting possible long-term health effects for the clients. You should also offer recommendations for the individual, to target their strengths and areas needing improvement.



Student answer:

Task 1: (P2) Health Questionnaire

Name: _________________________________________________________________________________ Age: ______________________________________________ Gender: ____________________________________________ DOB: ___/___/____ Contact no.: ________________________________________ Mobile no.: ____________________________________________________________________________ Address: ______________________________________________________________________________ ______________________________________________________________________________________ E-mail address: ______________________________________ Next of kin: _________________________________________ Emergency contact number: ____________________________ Doctor’s name and address ________________________________________________________________ ______________________________________________________________________________________ Doctor’s tel. no.: _____________________________________ First aid and ambulance consent: ___________________________________________________________ Health Questions Do you have any disabilities? YES/NO If so please state what. ___________________________________________________________________ ______________________________________________________________________________________ Do you have asthma? YES/NO Do or have you or any of your immediate family have/had any heart related problems, e.g. heart disease? ______________________________________________________________________________________ ______________________________________________________________________________________



Are you currently taking any kind of medication? _______________________________________________ _______________________________________________________________________________________ Have you been in hospital within the last six months? YES/NO If so regarding what? _____________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Have you had any recent surgery? ___________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Do you have any allergies? YES/NO If so what allergies do you have? ____________________________________________________________ _______________________________________________________________________________________ Do you have high blood pressure? YES/NO Do you have any current or recurring injuries? YES/NO If so what? _____________________________________________________________________________ _______________________________________________________________________________________ Do you take regular exercise? YES/NO If so, how many hours a week? ______________________________________________________________ _______________________________________________________________________________________ Are you pregnant or post-natal? YES/NO Do you smoke? YES/NO Do you have diabetes? YES/NO Disclaimer’s signature: ___________________________________ Date: ___/___/____



Task 2: (P3) Two completed questionnaires, one from Julie and one from Emma, were included in the appendices.

Task 3: (M2 part) Positive aspects of Julie’s questionnaire • Julie does not have asthma, therefore she would probably have a better aerobic endurance than someone with

asthma. ‘EIA (Exercise Induced Asthma) is a condition where the bronchial airways constrict from vigorous exercise. Breathing becomes so difficult that athletic performance declines significantly.’ (http://www.stockton.edu/ospreys/ATUpdateAsthma.htm)

• Does not have any disabilities which could affect her performance. • No history of heart-related problems with her or her family. • She has no recurring or long term injuries, so she will produce a greater performance.

• Doesn’t have high blood pressure so there is less chance of her having a heart attack. ‘Women are less likely to survive heart attacks than men.’ (http://familydoctor.org/287.xml). As high blood pressure can be a cause of a heart attack, it is important that Julie’s blood pressure stays at a safe level.

Negative aspects of Julie’s questionnaire • Julie smokes, which reduces her aerobic capacity and can increase the chance of developing cancer. Blocked

arteries may also occur. ‘Research on smoking and physical activity provides strong evidence of smoking's negative impact’ (http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=1438118&dopt=Abstract)

• Does not do regular exercise. ‘Women who do no regular exercise or very low levels of exercise – less than two hours a week – face 6.4 times the risk of having their heart stop suddenly during or soon after a workout than women who regularly engage in moderate or vigorous exercise for more than two hours a week.’ (http://www.henryford.com/body.cfm?id=39639&action=articleDetail&AEProductID=HealthScoutfeed&AEArticleID=10084)

Strong points of Emma’s questionnaire • Emma takes part in regular exercise, which will keep her fit and keep her heart healthy. ‘Regular exercise

improves heart function and lowers your blood pressure and blood cholesterol.’ (http://menshealth.about.com/cs/hearthealth/ht/howto_heart.htm)

• Does not smoke. This reduces the risk of heart attacks and lung cancer. • Does not have asthma, giving her a better lung capacity than one of an asthmatic. • No high blood pressure, which significantly lowers the rate of diseases such as kidney disease. ‘The higher

your blood pressure the greater your risk of developing narrowed arteries which can lead to heart problems, kidney disease and strokes.’ (http://www.bpassoc.org.uk/information/what_is/what_is.htm)

Weak points of Emma’s questionnaire • Emma has diabetes, which could lower her blood sugar level when exercising. It could also make her body

absorb insulin quicker. ‘Regular exercise makes your body more sensitive to insulin, and your blood sugar level may get too low (called hypoglycemia) after exercising.’ (http://familydoctor.org/351.xml).

• Emma takes insulin. ‘With exercise, insulin is not readily released from the pancreas due to the lowered blood glucose levels.’ (http://www.preventionpt.com/PIfolder/Mini%20Paper%20August.htm) Your body needs insulin along with carbohydrate to produce glucose for energy during exercise. If this is not produced it may force Emma to stop exercising.



Grading The student’s answer covers all the essential content of criteria P2 and P3, i.e. preparing and using a health screening questionnaire. Although the questionnaire has some clear limitations, for example, lack of scales to aid differentiation of answers and possibly help description for M2, the criteria have been met.

For M2 (part) the student has included some description of the strengths and areas for improvement for the two individuals. However, to gain a Merit (M2 part), they would have needed more description of their findings. There is little information on the levels/amounts of strengths and areas for improvement, which would aid the description of the individual. As an example, they could have described how many cigarettes Julie smoked each day and how many years she had been smoking. This would have provided a clearer picture of her status. This lack of quantification is a result of shortcomings in the design of the questionnaire.

To achieve a Distinction (D1 part), the student would have needed to evaluate the health screening questionnaires. There is some evaluation within the text because some consequences for the individuals are discussed. However, there is a lack of depth and expansion of the findings. To aid the evaluation the student should support their findings with appropriate literature, for example, exploring the possible health implications of eating too many fatty foods. This could be a magazine article on coronary heart disease, which they could feed back to the individual. The student should also provide recommendations for lifestyle improvement. For example, the student could suggest that the client could seek medical help to stop smoking, and could undertake a supervised exercise programme to improve their fitness at a local fitness centre.



Unit 1 Further resources Websites Netfit, www.netfit.co.uk/tymen.htm – guide to health and fitness. Good links to future training recommendations.

Peak Performance, www.pponline.co.uk. Specialises in a wide range of sports in relation to fitness testing.

Sports coach, www.brianmac.demon.co.uk. Brian Mackenzie, the UK's highly experienced senior athletics coach, provides fitness and training advice for athletes.

Rob Wood's Guide to Fitness Testing, www.topendsports.com/testing/ - A comprehensive site on all things to do with fitness testing, including discussions and descriptions of over 30 fitness tests.

Texts Howley, E.T. and B.D. Franks (1992). Health fitness instructors’ handbook. Human Kinetics.

Macdougall, J.D., H.A. Wenger and H.J. Green (1991). Physiological testing of the high performance athlete. Human Kinetics.

Morrow, J.R., A.W Jackson, J.G. Disch nd D.P. Mood (1995). Measurement and evaluation in human performance. Human Kinetics. Safrit, M.J. (1995). Complete guide to youth fitness testing. Human Kinetics.

Skinner, J.S. (1993). Exercise testing and exercise prescription for special cases. Lippincott, Williams & Wilkins. YMCA (2000). Fitness testing and assessment manual. Human Kinetics.

Supplementary texts British Association of advisers and lecturers in physical education (1999). Safe practice in physical education. Dudley LEA.

Dalgleish, J., S. Dollery and H. Frankham (2001). The health and fitness handbook: Longman Egger, G., N. Champion and A. Bolton (1999). The fitness leader’s handbook. A & C Black. Inbar, O., O. Bar-or and J.S. Skinner (1996). The Wingate anaerobic test. Human Kinetics

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