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Understand and implement the Presidential Youth Fitness Program to teach and measure health-related fitness in schools. Explore its alignment with Vermont educational outcomes and new ESSA guidelines.
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Understanding and Employing the Presidential Youth Fitness Program to Teach and Measure Health-related Fitness Mark Weikert President 2016 SHAPE VT Governor's Council Member 2013-2016 Vermont Alcohol and Drug Abuse Advisory Council Jennifer Woolard School Chronic Disease Prevention Specialist Vermont Department of Health | Health Promotion Disease Prevention Lisa A. Pleban, Ed.D. Executive Director, SHAPE VT Professor, Department of Health, Human Movement, and Sport, Castleton University
Today’s presentation • Part I: Overview of the PYFP as it relates to Vermont educational outcomes and new ESSA guidelines • School Wellness Policies and WSCC model • Activity breaks. Play! • Quick review of principles behind health-based fitness components • Part II: Practice measuring health-related Fitness using Fitnessgram protocols. Take part! • Part III: PYFP and Vermont proficiency-based learning. Share! • Putting PYFP into practice: planning outcomes and assessments. Share!
PYFPAt-A-Glance • National fitness education and assessment program • Promotes excellence in PE • Integrates into any PE program • Variety of resources available for every budget • Aligns with National PE Standards (3,5)
PYFPAt-A-Glance in Vermont • Variety of resources available including periodic grants to VT schools (more to come about this topic!) • Curriculum Development: Aligns with VT PE Standards (1,2,3)
PYFPAt-A-Glance in Vermont • Aligns with local requirements for accountability and PE assessment • Integrates into any VT PE program • Promotes Individualized Learning Goals • More discussion about this during Part III of this workshop
Aligns with local requirements for accountability and PE assessment • The VTAOE is currently drafting a State plan in response to the requirements of the Federal Every Student Succeeds Act (ESSA). This draft plan will be submitted to the US Department of Education (USED) for review in March 2017. • The State is seeking information to determine the feasibility of employing a statewide fitness assessment with a related data collection and reporting system.
Every Student Succeeds Act (ESSA) • New Vermont State Plan Decisions Have Been Posted Online • ….posted to the Every Student Succeeds Act page of the AOE website. • New decisions address topics related to the weighting of accountability performance measures, the adoption of the ESSA definition of a “well-rounded education”, • Proposal 7 - Multiple Measures for Performance
Why Fitness testing in Vermont? Driving Question: How healthy have our Vermont students become? • Measures of Performance: Pre and Post assessment of Fitness Assessment results as the percentage of student in the healthy zone or showing >10% improvement • 1. Aerobic Capacity • 2. Muscular Strength • 3. Muscular Endurance • 4. Flexibility
To be determined…. • Can the state’s identified requirements be met in a cost effective manner? • “industry-standard” descriptions of services and who will provide the platform (i.e. FITNESSGRAM is one possibility) • Grade level and frequency of data collection… most likely will be some grades at elementary, middle, and secondary.
What is the purpose of fitness assessment? • Fitness education & student fitness assessments offer students an opportunity to assess, track, and improve their fitness level. • Assessments can be integrated into instruction as the link between fitness, health, and physical activity. • Sharing individual student assessment with parents to help increase awareness and involvement in a child’s overall health.
Monitoring student fitness data can helpschool districts, and schools with the following: • Identify fitness levels & trends over time • Create awareness among school staff and administrators of the need to improve physical education and take steps to help increase physical activity • Provide an impetus to improve policies, practices, and services to improve fitness and promote healthy behaviors among children and adolescents. • Identify demographic or geographic subgroups that need to improve fitness levels or are at greatest risk of low fitness. This can help practitioners and school staff target programmatic resources. • Evaluate the effects of local efforts to improve fitness and address obesity.
To be determined… • How to deliver the technical assistance to train Agency of Education, School, and LEA staff on the administration of fitness assessments. • Housing, management, and delivery of student assessment data. • Vendor used meets all state and federal requirements, including FERPA, HIPAA, and COPPA, related to student privacy .
Supports Vermont’s Whole School, Whole Community, Whole ChildApproach PYFP
Have you visited this website? Click on page
School Wellness Policy Guidelines A School Wellness Policy is a written document that guides the Local Education Agency (LEA) to create supportive school nutrition and physical activity environments • FINAL RULE- July 2016 • School Compliance Deadline- June 30th, 2017
Vermont School Wellness Policy Guidelines and Implementation Just released! http://healthvermont.gov/local/school/documents/school_wellness_policy_guidelines.pdf
School Wellness Policy Guidelines Diverse Stakeholder involvement • Parents and Community partners • Physical Education Teachers • Health Education Teachers • Food Service Professionals • School Health professionals • School Administrators/School Board • Allied Health professionals Aligns with WSCC
We will provide time for discussion and sharing during Part III of this workshop
School Wellness Policy Guidelines Other opportunities to increase physical activity in the school day: • Recess • Before/After School • Classroom breaks *New Active Learning Toolkit
If we do the process the product will follow! • Fitness education with physical activity is the process. • Physical fitness is the product. • Health-related fitness focuses on how much activity is required for good health
PYFP Checklist: Supporting the fitness education process We will do a brief review
Defining Physical Fitness • Attributes that people have or achieve relating to their ability to perform physical activity (USDHHS, 1996) • Health-Related = functional health. Ability to maintain moderate to vigorous levels of activity. • Skill-Related = physical performance related to athletic ability (Agility, Balance, Coordination, Power, Speed)
Why Can’t All Children Meet Fitness Standards? Much of fitness test performance is explained by: • Maturation • Heredity (accounts for less than 30% differences) • Motivation • Knowledge about testing protocols • Amount of prior physical activity time (most important)
Aerobic capacity • Terminology: includes cardiovascular fitness, cardiorespiratory fitness, cardiorespiratory endurance, aerobic fitness, aerobic work capacity • Laboratory measure of maximal oxygen uptake (VO2max) is generally considered to be the best measure of aerobic capacity. • Because differences in body size can influence oxygen uptake, aerobic capacity is typically expressed relative to body weight (i.e., milliliters O2 consumed per kilogram of body weight per minute, or ml/kg/ min).
FITNESSGRAM uses criterion-referenced standards to evaluate performance • Standards established to represent a level of fitness that offers some degree of protection against “hypokinetic” diseases. • Healthy Fitness Zone (HFZ): indicates that the child has a sufficient fitness level to provide important health benefits. • “Needs Improvement” Health Risk zone (NI-HR) should be interpreted as an indication that the child may be at risk if that level of fitness stays the same over time. • “Needs Improvement” Zone between the two
FITNESSGRAM Assessments • FITNESSGRAM: three field tests of aerobic capacity (PACER, one-mile run/walk, and walk test). • The Progressive Aerobic Cardiovascular Endurance Run (PACER) is a multistage shuttle run created by Leger and Lambert in 1982. • For the PACER, laps completed, age, and gender are required in order to receive an estimate of V O2max.
Aerobic Assessment, cont. • Mile run & walk test : based on the relative heart rate in running or walking a mile at a specific speed. • Therefore, it is important to have an accurate measurements of the mile time (scored in minutes and seconds) as well as a 60-second heart rate. • For the one-mile run/walk, time, age, gender, height, and weight need to be entered into the FITNESSGRAM program in order to receive an estimate of VO2max
How Does Body Size and Composition (Weight, Percent Body Fat, BMI) Impact Aerobic Capacity? • Children with higher fat-free body mass, who have bigger hearts, blood volumes, lungs, and muscles involved in the uptake, transport and use of oxygen, tend to have higher values for oxygen uptake than smaller children • Body fat does not contribute to the body’s ability to use oxygen, but it increases body weight and BMI, and thus decreases the VO2 max when it is expressed relative to body weight
Flexibility, Muscular Endurance and Muscular Strength • Measure the functional health status of the musculoskeletal system. • Upper body & abdominal/trunk region selected as areas for testing because of their relationship to activities of daily living, correct posture, and a healthy, well-functioning back.
Flexibility: Back-Saver Sitand Reach • most young students should pass this. • By testing one leg at a time a determination can be made of any asymmetry in hamstring flexibility, and hyperextension of both knees is avoided. • back-saver sit and reach cannot be considered a valid measure of low back flexibility and should not be interpreted as such.
Flexibility: Shoulder Stretch • simple test of upper arm and shoulder girdle flexibility intended to parallel the strength/endurance assessment of that region.
Why curl-ups? • The curl-up assessment used in FITNESSGRAM is a safer and more effective test since it does not involve the assistance of the hip flexor muscles and minimizes compression in the spine, when compared to a full sit-up with the feet held.
Why Trunk Extensor? • Trunk extensor strength and flexibility is included in FITNESSGRAM because of its relationship to low back health, especially proper vertebral alignment. Musculoskeletal fitness of the abdominal muscles, hamstrings, and back extensors works in concert to maintain posture low back health. • Attention be given to performance technique during this test. The movement should be performed in a slow and controlled manner. The maximum score on this test is 12 inches. • The head should be maintained in a neutral (straight) alignment with the spine. The position is held long enough to gather the measurement.
Upper Body Strength and Endurance • The 90° pushup is the recommended test item. Alternative tests include • The modified pull-up, pull-up, and flexed arm hang are similar alternatives. • The correct cadence is 20 90°push-ups per minute (1 90° push-up every 3 seconds).
Hands-on Practice with the assessments • Already proficient? Take a break and come back in 30 minutes to discuss student goals, PLPs and more!
Personalized Learning Plans Teach students to understand their own… • Fitness levels • SMART goals • How to revisit/revise goals
Goal setting … before you know where you want to be, you have to know where you currently are. Begin with components of fitness (Cardiorespiratory Endurance, Muscular Endurance, Muscular Strength, Flexibility, Body Composition) before moving towards fitness testing.
Motivation • Scores are not tied to grades • Younger students don’t need much detail about fitness standards • Scores are not publically posted • Students have opportunities for practice and informal self/partner measurement “updates”
Teach students the process for setting SMART goals • S.M.A.R.T. Specific, Measurable, Attainable, Relevant, and Time-Bound. • Include at least one goal that targeted their weakest component of fitness • Write out and sign (contract)
Learn to Train! • FITT principle (Frequency, Intensity, Time, Type) • Provide various experiences • Don’t limit…“popular” (yoga, cross-fit) is great • Design an action plan (the “training plan”) with mini goals • Give time, but check up on progress
Use sound principles… for instance How Can Aerobic Capacity Be Improved? • Improved with sustained periods of higher-intensity exercise (Pate & Ward, 1990). • three or more sessions per week in which moderately-high-intensity exercise is sustained for 30 minutes (or OK to break into 10- 15 minute bouts) • dynamic exercise involving large muscle groups : vigorous walking, cycling, swimming, Zumba, and vigorous games • Improvements are proportional to the amount of moderately-high-intensity exercise completed per week.
