Transcript 2014-15 PFT Admin Training Screencast Version

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California Physical Fitness Test
Coordinator Training 2014-15
Pertains also to 2014-15 since there
are no changes in PFT
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CA Physical Fitness Test Overview

January 21, 2015 Memo to PFT Coordinators

PFT Coordinator Checklist and Important Dates

Data Entry Protocol for Physical Fitness Testing in Aeries

FitnessGram Test Administration 2013-14 manual (also
used in 2014-15)

FitnessGram Performance Standards (Yellow Chart)

PACER Look-Up and Goal Setting Table (Blue Chart)

FitnessGram Get Fit Exercises Handout
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CA Physical Fitness Test Overview

Test window = February 2, 2015 to March 31, 2015

A battery of 6 tests are administered to students in
Grades 5, 7 and 9

Mile Run or PACER

Push Up

Curl Up

Sit and Reach or Shoulder Stretch

Trunk Lift
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BMI (Body Mass Index)
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CA Physical Fitness Test Overview

Administration protocols provided for the tests must be
followed

Data entry deadline = April 10, 2015

Student scoresheet and award certificate files will be
provided to sites to print by RAE

Other PFT student awards are encouraged.

Results are posted on the Calif. Dept. of Education
website (Fall) http://dq.cde.ca.gov/dataquest
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PFT Coordinator Responsibilities

Schedule/train teachers administering PFT

Assure PFT administration for students at the site in 5th,
7th, and/or 9th grades

Assure the entry of PFT scores for students in Aeries (via
ABI) by teachers administering PFT

By April 10, confirm the completion of the site’s PFT
administration and required data entry
([email protected])

See “Site Coordinator Checklist and Important Dates”
and “Data Entry Protocol for PFT in Aeries”
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PFT Teacher Responsibilities
 Follow test administration protocols
 Test
all assigned students in appropriate PFT
grades
 Complete
PFT data entry in ABI and provide a
copy of data to site coordinator
 Communicate
with the site’s PFT coordinator to
confirm completion of test administration and
data entry
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PFT Data Entry

Use “Data Entry Protocol for PFT in Aeries”

Please remember to click “Submit” in ABI to save data
entry

The Curl-Up, Push-Up, and Modified Pull Up have a
minimum value of “1” for a student attempting to
complete at least one repetition

Do not entry data in the VO2 Max Field

Teacher should provide a copy of the PFT report to the
site’s PFT coordinator by April 10 to confirm data entry.

Site PFT coordinator needs to email a confirmation of the
site’s PFT data entry by April 10 to
[email protected]
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PFT Data Entry

REMINDER: Sites are responsible for assessing student’s height and weight. This data is
required for Aerobic Capacity and Body Mass Index calculations.
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PFT Data Entry

For a student who does not take any portion of the PFT,
under the “Issues” column, click the down arrow and
select a reason from the following:

For a student who takes at least one of the 6 tests but not
all 6, under the “Issues” column, click the down arrow
and select a reason from the following:

Do not enter any data in the VO2Max field. Aeries will
calculate this after the data is saved. Please use the BMI
or VO2Max “look up” tables in the meantime. (See
handouts.)
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PFT Report in ABI

Log into ABI, then click on
the Resources tab, then click
on Reports:

Then click on Multi-Data
Profile:

They will then choose their
report options, highlight the
PFT MDP and click on
submit:
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PFT Report in ABI

The PFT report will appear like the below with student’s listed with their
scores. The columns are numbered and the legend for the columns is at
the bottom of the report.

You may have a download option which would allow you to open the
report in Excel like the below:
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PFT Movements
 Mile
Run or PACER
 Push
Up
 Curl
Up
 Sit
and Reach or Shoulder Stretch
 Trunk
 BMI
Lift
(Body Mass Index)
Videos and audio cadences can be found in the FitnessGram testing manual
DVD, the RUSD Physical Education Haiku site, and on the California Department
of Education Physical Fitness Test site www.pftdata.org/training.aspx, and.
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Effective Testing
Standards
Form
of Movement
Breaks/Corrections
Testing
Strategies
Mile Run
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
https://pftdata.org/video.aspx?v=One-Mile%20Run
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Mile Run
 Test
Objective:
 To run a mile at the fastest pace possible. If a
student cannot run the total distance, walking is
permitted.
 Equipment
Needed:
 Flat running course, premeasured to a mile
 Stopwatch
 Score sheets and pencils
 Cones (optional)
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Mile Run
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Mile Run

Testing Strategies
 It is possible to test a large group by dividing the group in half and
partnering students to count laps and record times for each other
using the individual score sheet. Teacher is only one with a
stopwatch, calling times as students cross the finish line
 Teacher should provide time updates as runners complete laps
 Give students opportunities to practice the run to ensure proper
pacing
 Students should thoroughly warm up prior to running the mile and
cool down after the test by walking for several minutes

Scoring


The Mile Run is scored in minutes and seconds
A student not capable of finishing the run should receive a score of
59:59.
PACER
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
https://pftdata.org/video.aspx?v=Pacer
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PACER
 Test

Objective
To run as long as possible back and forth across a 20-meter
space at a specified pace that gets faster each minute
 Equipment





Flat, non-slippery surface at least 20 meters long
Cones and tape to mark ends of the course
40-60 inch wide lane for each student to run
Score sheets
PACER audio recording is located on the PFT Haiku site
and on the FitnessGram DVD found in the manual
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PACER – Test Administration

Students will begin on one end of the
course listening for the countdown
to begin the PACER test

Their objective is to run to the
opposite end before the beep
signals

At the sound of the beep they will
turn around and run back to the
other end

A single beep will signal the end
time for each lap. A triple beep at
the end of each minute will alert the
students that pace will begin to
quicken. It will also serve the same
purpose as the single beep.
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PACER – Test Administration
 Scoring




The recorded score is the total number of laps completed
by the student
The first time a student does not reach the line by the beep,
the student stops where he or she is and reverses direction
immediately, attempting to get back on pace.
The test is completed for a student the next time (second
time) he or she fails to reach the line by the beep (the two
misses do not have to be consecutive; the test is over after
two total misses).
The first missed lap is counted in their total score
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PACER – Test Administration

Students can be used to
help count laps but should
not determine whether the
testing student completes a
lap in the allotted time

Ample opportunities to
practice the PACER should
be given so students
understand the importance
of pacing during the test as
well as how the test is
administered
Push Up
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
https://pftdata.org/video.aspx?v=Push-Up
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Push Up
 Test

Objective
To complete as many 90° push-ups as possible
at specified, rhythmic pace
 Equipment
 Recorded
cadence is found in the FitnessGram
DVD in the manual or on the PFT Haiku site
 The correct cadence is 20 push ups per minute
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Push Up – Movement Standards
Top Position
At the top position, the elbow
must be fully extended for the
repetition to count
At the bottom position, the
elbow angle must reach 90
degrees

Students begin in the prone
position with hands placed under
or slightly wider than shoulders,
legs straight out feet slightly apart.
On the teacher’s signal the student
extends arms prior to beginning
the test

Body must remain in a straight line
throughout the movement with a
straight line through the ankle,
knee, hip, and shoulder joints
Bottom Position
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Push Up – Movement Standards

Scoring
 The data recorded is the number of push ups completed
before the second form break
 There should be no zero scores as the 1st push up
attempted, even though not “completed” (1st “form break)
is counted as one push up

Form Break / Correction
 Stopping to rest or not maintaining a rhythmic pace
 Not achieving a 90 degree angle with the elbow on each
repetition
 Not maintaining a correct body position with a straight
back
 Not extending arms fully
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Push Up – Test Administration

Reliability of test
administration will depend on
how test is administered
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Student partners should be
used to assist in score
keeping, not in determining
whether the tested student has
met testing standard

The number of students tested
at one time will be determined
by the number that you can
effectively judge movement

Teacher should be positioned
near the students head and
shoulders in order to observe
both the 90 degree elbow
bend and correct body
alignment

Student partner should be
positioned at the testing
student’s feet

Students should be given the
opportunity to practice push
ups to both improve strength
and fully understand testing
standards and procedures
Curl Up
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
https://pftdata.org/video.aspx?v=Curl-Up
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Curl Up
 Test

Objectives
To complete as many curl-ups as possible up to a
maximum of 75 at a specified/rhythmic pace
 Equipment
Gym mats/carpeted surface and a measuring strip for
every two students are needed.
 The measuring strip may be made of cardboard, rubber,
smooth wood, or any similar thin, flat material and should
be 30 to 35 inches long and 4.5 inches wide. The
measuring strip should be thick enough for students to
feel with their fingertips while performing the curl up.
 Recorded cadence is located on the PFT Haiku site.

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Curl Up – Movement Standards

Student lies in a supine position
on the mat, knees bent at an
angle of approximately 140°,
feet flat on the floor, legs slightly
apart, arms straight and parallel
to the trunk with palms of hands
resting on the mat, shoulders
relaxed. The fingers are
stretched out and the head is in
contact with the mat.

To complete the curl up,
keeping heels in contact with
the mat, student curls up slowly,
sliding fingers across the
measuring strip until fingertips
reach the other side, and returns
to starting position.
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Curl Up – Movement Standards
 Fingers
should
remain in contact
with the measuring
strip throughout the
movement
 Down
 Up
position
position
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Curl Up – Movement Standards
 Scoring


The number of completed
curl ups completed before
the second form break
There should be no zero
scores as the 1st curl up
standard the student cannot
meet would be the 1st
allowed form break, thus a
completed curl up
 Form
Break /
Correction

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

Stopping to rest or not
maintaining the specified
rhythmic pace
Heels coming off the mat
Head not returning to mat
to complete repetition
Fingertips not touching far
side of measuring strip
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Curl Up – Test Administration

Reliability of test
administration will depend
on how test is administered

Student partners should be
used to assist in score
keeping, not in
determining whether the
tested student has met
testing standard

The number of students
tested at one time will be
determined by the number
that you can effectively
judge movement

Teacher should be positioned
near the students feet to
observe the finger reaching
the far side of the measuring
strip and feet remaining in
contact with the mat

Student partner should be
positioned at the testing
student’s head

Students should be given the
opportunity to practice curl
ups to both improve
abdominal strength and fully
understand testing standards
and procedures
Sit and Reach
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
https://pftdata.org/video.aspx?v=BackSaver%20Sit%20and%20Reach
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Sit and Reach
 Test

Objective
To be able to reach the specified distance on the right and
left sides of the body. The distance required to achieve
Healthy Fitness Zone is adjusted for age and gender.
 Equipment

A sturdy box approximately 12 inches high. A measuring
scale is placed on top of the box with the 9-inch mark
parallel to the face of the box against which the student’s
foot will rest. The “zero” end of the ruler is nearest the
student.
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Sit and Reach – Movement
Standards

The student removes his or her
shoes and sits down at the test
apparatus.

One leg is fully extended with the
foot flat against the face of the box.

The other knee is bent with the sole
of the foot flat on the floor. The
instep is placed in line with, and 2 to
3 inches to the side of, the straight
knee.

The arms are extended forward over
the measuring scale with the hands
placed one on top of the other.
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Sit and Reach – Movement
Standards

With palms down, the student
reaches directly forward (keeping
back straight and the head up)
with both hands along the scale
four times and holds the position
of the fourth reach for at least 1
second.

After one side has been measured,
the student switches the position
of the legs and reaches again.

The student may allow the bent
knee to move to the side as the
body moves forward if necessary,
but the sole of the foot must
remain on the floor.
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Sit and Reach –
Test Administration

Scoring



The knee of the extended leg
should remain straight. The
teacher may place one hand
above the student’s knee to
help keep the knee straight.

Hands must reach forward
evenly

The test should be repeated if
the hands reach unevenly or
the knee bends

Hips must remain square to the
box. Do not allow the student to
turn hips away from box while
reaching
Record the number of inches
on each side to the nearest 1/2
inch reached, to a maximum
score of 12 inches
Test Administration


The bent knee moves to the
side, allowing the body to move
past it, but the sole of the foot
must remain on the floor.
Keep the back straight and the
head up during the forward
flexion movement.
Shoulder Stretch
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
https://pftdata.org/video.aspx?v=Shoulder%20Stretch
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Shoulder Stretch
 Test


Objective
To be able to touch the fingertips together behind the back
by reaching over the shoulder and under the elbow.
This is an alternative test to the Sit and Reach to determine
flexibility
 Scoring


The student receives either a “yes” or “no” for each the left
and right shoulders.
To achieve the Healthy Fitness Zone, students must receive
a “yes” on both the right and left side
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Shoulder Stretch – Movement
Standards

Student begins with the left
hand reaching over their
shoulder as if to pull up a
zipper or scratch between
their shoulder blades. At the
same time, student reaches
behind the back with the right
hand and reach up trying to
touch the fingertips of the left
hand.

The process is repeated for
the right shoulder.

Student receives a “yes” if they
are able to touch their
fingertips together.
Trunk Lift
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
https://pftdata.org/video.aspx?v=Trunk%20Lift
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Trunk Lift
 Test

Objective
To lift the upper body off the floor using the muscles of the
back and hold the position to allow for the measurement
 Equipment


Gym mat/carpeted surface
Measuring device
 A yardstick or 15 inch ruler is preferred; however a 12
inch ruler can be used if care is taken to make certain
that the ruler is not placed directly under the student’s
chin during test administration.
 Scoring

The score is recorded in inches. Distances above 12 inches
should be recorded as 12 inches.
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Trunk Lift – Movement Standards

The student being tested lies
on the mat in a prone position
(facedown). Toes are pointed
and hands are placed under
the thighs.

Place a coin or other marker
on the floor in line with the
student’s eyes. During the
movement, the student’s focus
should not move from the
coin or marker to ensure
head is in the proper/safest
position.
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Trunk Lift – Movement Standards

The student lifts the upper body off the floor, in a very slow and
controlled manner, to a maximum height of 12 inches.

The head should be maintained in a neutral (straight) alignment with the
spine.

The position is held long enough to allow the tester to place the ruler on
the floor in front of the student and determine the distance from the floor
to the student’s chin. The ruler should be placed at least an inch to the
front of the student’s chin and not directly under the chin.

Allow two trials, recording the highest score.
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Trunk Lift – Movement Standards

Movement
Breaks/Corrections

Do not allow students to do
ballistic, bouncing
movements.

Do not encourage students to
raise higher than 12 inches.
Excessive arching of the
back may cause compression
of the spinal discs.

Maintaining focus on the spot
on the floor should assist in
maintaining the head in a
neutral position.
 Testing

Strategies
Teacher should make the
reading at eye level and,
therefore, should assume
a squat or lying down
position.
Body Mass Index (BMI)
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
https://pftdata.org/video.aspx?v=Body%20Mass%20Index
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Body Mass Index (BMI)
The BMI provides an indication of the appropriateness of a
child’s weight relative to height. Body mass index is
determined by the following formula
weight (kg) / height2 (m)
Testing
Protocol

Students should remove their shoes prior to having their height and/or
weight measured

In measuring height and weight, drop any fractions and record the last
whole number

ex. a height of 5 feet 5 1/2 inches would be recorded as 5 feet 5
inches, and a weight of 112.5 pounds would be recorded as 112
pounds
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Resources
California Physical Fitness Test (PFT)
www.pftdata.org
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Resources
RUSD PFT Resource Page
https://www.rusdlearns.net/jrobertson/physicaleducation/cms_page/view/3904570
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Resources
https://PFT Coordinator and Data Entry Info
https://www.rusdlearns.net/dpatterson/dea/cms_page/view/4020882