{"id":6647,"date":"2021-03-22T16:59:05","date_gmt":"2021-03-22T16:59:05","guid":{"rendered":"https:\/\/www.glos.ac.uk\/information\/?post_type=ht_kb&p=6647"},"modified":"2021-03-22T16:59:08","modified_gmt":"2021-03-22T16:59:08","slug":"gcse-fitness-testing-booklet","status":"publish","type":"ht_kb","link":"https:\/\/www.glos.ac.uk\/information\/knowledge-base\/gcse-fitness-testing-booklet\/","title":{"rendered":"GCSE Fitness Testing Booklet"},"content":{"rendered":"\n

This booklet will provide you with the basic knowledge of a variety of different fitness tests. There will be tests for the health related components of fitness and skill related components of fitness. Follow the testing instructions to ensure your results are accurate and valid.<\/p>\n\n\n\n

Fitness Testing<\/strong><\/p>\n\n\n\n

HEALTH is defined as \u2018a state of physical mental and social wellbeing, not merely the absence of disease and infirmity\u2019.<\/p>\n\n\n\n

To ensure that we remain in a state of good health every pupil must take a Physical Activity Readiness Questionnaire (PARQ).<\/p>\n\n\n\n

You try to answer all the questions honestly to ensure your teacher is fully aware of any injuries or illnesses.<\/p>\n\n\n\n

Fitness Tests<\/h2>\n\n\n\n

Push up test<\/h2>\n\n\n\n

This measures the muscular endurance of your pectoral and triceps muscles, by performing the maximum amount of push ups until exhaustion. The test should last for no longer than 3 minutes.
You should use the standard “military style” push up position with only the hands and the toes touching the floor, alternatively complete the push up with knees on the floor. To do this, kneel on the floor, hands on either side of the chest and keep your back straight. Do as many push ups as possible until exhaustion. Count the total number of push ups performed. Use the chart below to find out how you rate.<\/p>\n\n\n\n

Equipment Required<\/p>\n\n\n\n

  • Mat<\/li>
  • Stopwatch<\/li><\/ul>\n\n\n\n

    Record your Push Up Test result______________<\/p>\n\n\n\n

    Male Age<\/td>17-19<\/td>20-29<\/td>Female Age<\/td>17-19<\/td>20-29<\/td><\/tr>
    Excellent<\/td>>56<\/td>>47<\/td>Excellent<\/td>>35<\/td>> 36<\/td><\/tr>
    Good<\/td>47-56<\/td>39-47<\/td>Good<\/td>27-35<\/td>30-36<\/td><\/tr>
    Above
    average<\/td>    		35-46<\/td>30-39<\/td>Above Average<\/td>21-27<\/td>23-29<\/td><\/tr>
    Average<\/td>19-34<\/td>17-29<\/td>Average<\/td>11-20<\/td>12-22<\/td><\/tr>
    Below
    average<\/td>    		11-18<\/td>10-16<\/td>Below average<\/td>6-10<\/td>7-11<\/td><\/tr>
    Poor<\/td>4-10<\/td>4-9<\/td>Poor<\/td>2-5<\/td><\/td><\/tr>
    Very Poor<\/td>< 4<\/td><4<\/td>Very Poor<\/td>0-1<\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Abdominal ‘Curl up’ test<\/h3>\n\n\n\n

    This measures the muscular endurance of your abdominal muscles, by counting the maximum number of sit-ups you can do in 1 minute. <\/p>\n\n\n\n

    Starting Position: Lie on a mat with your knees bent at approximately right angles, with feet flat on the ground. Your hands should be resting on your thighs.<\/p>\n\n\n\n

    Technique: Squeeze your stomach, push your back flat and raise high enough for your hands to slide along your thighs to touch the tops of your knees. Don’t pull with you neck or head and keep your lower<\/p>\n\n\n\n

    Equipment Required<\/h3>\n\n\n\n
    • Mat<\/li>
    • Stopwatch<\/li>
    • Partner to record, motivate and support.<\/li><\/ul>\n\n\n\n

      Record your Abdominal Curl Up Test result______________<\/p>\n\n\n\n

      Male-age<\/strong><\/td>18-25<\/strong><\/td>26-35<\/strong><\/td>Female-Age<\/strong><\/td>18-25<\/strong><\/td>26-35<\/strong><\/td><\/tr>
      Excellent<\/td>>49<\/td>>45<\/td>Excellent<\/td>>43<\/td>>39<\/td><\/tr>
      Good<\/td>44-49<\/td>40-45<\/td>Good<\/td>37-43<\/td>33-39<\/td><\/tr>
      Above
      average<\/td>      		39-43<\/td>35-39<\/td>Above
      average<\/td>      		33-36<\/td>29-32<\/td><\/tr>
      Average<\/td>35-38<\/td>31-34<\/td>Average<\/td>29-32<\/td>25-28<\/td><\/tr>
      Below Average<\/td>31-34<\/td>29-30<\/td>Below Average<\/td>25-28<\/td>21-24<\/td><\/tr>
      Poor<\/td>25-30<\/td>22-28<\/td>Poor<\/td>18-24<\/td>13-20<\/td><\/tr>
      Very Poor<\/td><25<\/td><22<\/td>Very Poor<\/td><18<\/td><13<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Alternate Hand wall toss test<\/h3>\n\n\n\n

      This test is used to measure hand-eye coordination.
      Equipment Required:<\/p>\n\n\n\n

      • Tennis ball<\/li>
      • Smooth and solid wall<\/li>
      • Marking tape,<\/li>
      • Stopwatch<\/li><\/ul>\n\n\n\n


        How to conduct the test:<\/p>\n\n\n\n

        • A mark is placed a certain distance from the wall (e.g. 2 meters).<\/li>
        • The person stands behind the line and facing the wall.<\/li>
        • The ball is thrown from one hand in an underarm action against the wall, and attempted to be caught with the opposite hand.\uf0d8 The ball is then thrown back against the wall and caught with the initial hand.<\/li>
        • The test will continue for a set time period (e.g. 30 seconds). By adding the constraint of a set time period, you also add the factor of working under pressure.<\/li><\/ul>\n\n\n\n

          Record your score for the test of hand eye coordination. <\/p>\n\n\n\n

          Starting with right hand<\/p>\n\n\n\n

          <\/p>\n\n\n\n

          Starting with left hand<\/p>\n\n\n\n

          Rating<\/td>Score (in 30 seconds)<\/td><\/tr>
          Excellent<\/td>>35<\/td><\/tr>
          Good<\/td>30-35<\/td><\/tr>
          Average<\/td>20-29<\/td><\/tr>
          Fair<\/td>15-19<\/td><\/tr>

          Poor<\/td>          		<15<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

          30 metre sprint test<\/h3>\n\n\n\n

          The purpose of this test is to determine acceleration, maximum running speed and speed endurance, depending on the distance run.<\/p>\n\n\n\n

          Equipment Required:<\/p>\n\n\n\n

          • Measuring tape<\/li>
          • Stopwatch<\/li>
          • Cone markers<\/li><\/ul>\n\n\n\n

            How to conduct the test:<\/p>\n\n\n\n

            The test involves running a single maximum sprint over a set distance, with
            time recorded. After a standardized warm up, the test is conducted over a
            certain distance, 35meters.<\/p>\n\n\n\n

            • Partner starts stopwatch when your trunk passes the start line<\/li>
            • Stopping when the athlete\u2019s trunk passes the finish line.<\/li>
            • The starting position should be standardized, starting from a stationary<\/li>
            • position with a foot behind the flying starting line, with no rocking movements.<\/li>
            • The athletes an adequate warm-up and practice first, and some encouragement to continue running hard past the finish line<\/li><\/ul>\n\n\n\n
              30 meter sprint rating<\/strong><\/td>Male<\/strong><\/td>Female<\/strong><\/td><\/tr>
              Excellent<\/td><4.0<\/td><4.5<\/td><\/tr>
              Above Average<\/td>4.2-4.0<\/td>4.6-4.5<\/td><\/tr>
              Average<\/td>4.4-4.3<\/td>4.8-4.7<\/td><\/tr>
              Below Average<\/td>4.6-4.5<\/td>5.0-4.9<\/td><\/tr>
              Poor<\/td>>4.6<\/td>>5.0<\/td><\/tr><\/tbody><\/table>
              Reference: Davis B et al; Physical Education and the Study of Sport; 2000<\/figcaption><\/figure>\n\n\n\n

              Record your result for the 30m sprint test _______________seconds<\/p>\n\n\n\n

              Standing Broad Jump test<\/h3>\n\n\n\n

              The Standing long jump, also called the Broad Jump, is a common and
              easy to administer test of explosive leg power. The World Record for the
              standing long jump is held by Norwegian Arne Tvervaag, who jumped
              3.71 meters.<\/p>\n\n\n\n

              Equipment Required: Long Jump Landing Mats<\/p>\n\n\n\n

              How to conduct the test:<\/p>\n\n\n\n

              • The athlete stands behind a line marked on the ground with feet slightly apart.<\/li>
              • A two foot take-off and landing is used, with swinging of the arms and bending of the knees to provide forward drive.<\/li>
              • The subject attempts to jump as far as possible, landing on both feet without falling backwards.<\/li>
              • Three attempts are allowed.<\/li>
              • The measurement is taken from take-off line to the nearest point of contact on the landing (back of the heels).<\/li>
              • Record the longest distance jumped, the best of three attempts<\/li><\/ul>\n\n\n\n
                <\/td><\/td>males<\/td><\/td>females<\/td><\/tr>
                rating<\/td>(cm)<\/td>(feet, inches)<\/td>(cm)<\/td>(feet, inches)<\/td><\/tr>
                excellent<\/td>> 250<\/td>> 8′ 2.5″<\/td>>200<\/td>6′ 6.5<\/td><\/tr>
                very good<\/td>241-250<\/td>7’11”-8’2.5″<\/td>191-200<\/td>6′ 3″ \u2014 6′ 6.5<\/td><\/tr>
                above average<\/td>231-240<\/td>7′ 7″ \u2014 7′ 10.5″<\/td>181-190<\/td>5′ 11.5″ \u2014 6′ 2.5<\/td><\/tr>
                average<\/td>221-230<\/td>7′ 3″ \u2014 7′ 6.5″<\/td>171-180<\/td>5′ 7.5″ \u2014 5′ 11″<\/td><\/tr>
                below average<\/td>211-220<\/td>6′ 11″ \u2014 7′ 2.5″<\/td>161-170<\/td>5′ 3.5″ \u2014 5′ 7″<\/td><\/tr>
                poor<\/td>191-210<\/td>6′ 3″ \u2014 6′ 10.5″<\/td>141-160<\/td>4′ 7.5″ \u2014 5′ 2.5″<\/td><\/tr>
                very poor<\/td>< 191<\/td>6′ 3″<\/td>< 141<\/td>< 4′ 7.5″<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                1ST Attempt
                2nd Attempt
                3rd Attempt
                Best<\/p>\n\n\n\n

                Harvard Step Test<\/h2>\n\n\n\n

                This test uses pulse rates as an indicator of cardiovascular fitness as it
                measures the athlete\u2019s endurance capabilities.<\/p>\n\n\n\n

                Equipment Required<\/p>\n\n\n\n

                Gym Benches
                Stopwatch
                Calculators\u2019<\/p>\n\n\n\n

                How to conduct the test<\/p>\n\n\n\n

                Athlete steps up onto the bench once every two seconds for a per
                minutes (150 steps).<\/p>\n\n\n\n

                • Teacher will help with keeping pace and use music for motivation.<\/li>
                • After the end of the test sit down on the bench and find your pulse.<\/li>
                • One minute after the test take pulse and record= Pulse 1.<\/li>
                • Two minute after the test take pulse and record= Pulse 2.<\/li>
                • Three minute after the test take pulse and record= Pulse 3.<\/li>
                • Calculate the result by applying the following equation: 3000\/the sum of the 3 pulse readings<\/li><\/ul>\n\n\n\n

                  <\/p>\n\n\n\n

                  Pulse 1<\/td>Pulse 2<\/td>Pulse 3<\/td>Total Pulse<\/td><\/tr>
                  <\/td><\/td><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
                  Gender<\/td>Poor<\/td>Below Average<\/td>Average<\/td>Above Average<\/td>Excellent<\/td><\/tr>
                  Male<\/td><55<\/td>55-64<\/td>65-79<\/td>80-90<\/td>>90<\/td><\/tr>
                  Female<\/td><50<\/td>50-60<\/td>61-75<\/td>76-86<\/td>>86<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                  Record your results. Harvard Step Test_______________<\/p>\n\n\n\n

                  Stork Stand Balance Test<\/p>\n\n\n\n

                  To assess the ability to balance on the ball of the foot.
                  The stork balance test requires the person to stand on one leg.<\/p>\n\n\n\n

                  Equipment Required: Stopwatches<\/p>\n\n\n\n

                  How to conduct the test:<\/p>\n\n\n\n

                  • Remove the shoes and place the hands on the hips, then position the<\/li>
                  • non-supporting foot against the inside knee of the supporting leg.<\/li>
                  • The subject is given one minute to practice the balance.<\/li>
                  • The subject raises the heel to balance on the ball of the foot.<\/li>
                  • The stopwatch is started as the heel is raised from the floor. The stopwatch is stopped if any of the follow occur:<\/li><\/ul>\n\n\n\n


                    o The hand(s) come off the hips.
                    o The supporting foot swivels or moves (hops) in any direction.
                    o The non-supporting foot loses contact with the knee.
                    o The heel of the supporting foot touches the floor <\/p>\n\n\n\n

                    Rating<\/td>Score (seconds)<\/td><\/tr>
                    Excellent<\/td>> 50<\/td><\/tr>
                    Good<\/td>40-50<\/td><\/tr>
                    Average<\/td>25-39<\/td><\/tr>
                    Fair<\/td>10-24<\/td><\/tr>
                    Poor<\/td>< 10<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                    Record your results
                    Left Leg __<\/em><\/strong><\/em><\/strong>
                    Right Leg _<\/em><\/strong><\/em><\/strong><\/p>\n\n\n\n

                    Illinois Agility Test<\/h3>\n\n\n\n

                    Agility is an important component of many team sports, though it is not
                    always tested, and is often difficult to interpret results. The Illinois Agility Test (Getchell, 1979) is a commonly used test of running agility in sports.<\/p>\n\n\n\n

                    Equipment Required:<\/p>\n\n\n\n

                    • Cones<\/li>
                    • Stopwatch<\/li>
                    • measuring tape<\/li><\/ul>\n\n\n\n

                      How to conduct the test<\/p>\n\n\n\n

                      • The length of the course is 10 meters and the width (distance between the start and finish points) is 5 meters.<\/li>
                      • Four cones are used to mark the start, finish and the two turning points.<\/li>
                      • Another four cones are placed down the center an equal distance apart.<\/li>
                      • Each cone in the center is spaced 3.3 meters apart.<\/li>
                      • Subjects should lie on their front (head to the start line) and hands by their shoulders.<\/li>
                      • On the ‘Go’ command the stopwatch is started, and the athlete gets up as quickly as possible and runs around the course in the direction indicated, without knocking the cones over, to the finish line, at which the timing is stopped.<\/li><\/ul>\n\n\n\n
                        <\/td>Agility Run Ratings<\/td><\/td><\/tr>
                        Rating<\/td>Males<\/td>Females<\/td><\/tr>
                        Excellent<\/td>< 15.2<\/td>< 17.0<\/td><\/tr>
                        Good<\/td>16.1-15.2<\/td>17.9-17.0<\/td><\/tr>
                        Average<\/td>18.1-16.2<\/td>21.7-18.0<\/td><\/tr>
                        Fair<\/td>18.3-18.2<\/td>23.0-21.8<\/td><\/tr>
                        Poor<\/td>> 18.3<\/td>> 23.0<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                        Record your results
                        1st
                        Attempt_________________
                        2nd Attempt______________
                        Best_________________<\/p>\n\n\n\n

                        Results<\/h2>\n\n\n\n
                        Test and
                        component of
                        fitness<\/td>                        		Result
                        (including units)<\/td>                        		Comparison to
                        normative data<\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr>
                        <\/td><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                        Evaluation<\/h3>\n\n\n\n
                        <\/td>Identify the strengths and areas for improvement highlighted from your testing results and explain how they affect your performance in your chosen sport<\/td><\/tr>
                        Strengths<\/td>












                        <\/td><\/tr>
                        Areas for
                        improvement<\/td>











                        <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                        Developing a training programme<\/h3>\n\n\n\n
                        Areas to improve<\/td>Method of training required<\/td><\/tr>
                        1)<\/td><\/td><\/tr>
                        2)<\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                        Example Session<\/p>\n\n\n\n















                        <\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

                        This booklet will provide you with the basic knowledge of a variety of different fitness tests. There will be tests for the health related components of fitness and skill related components of fitness. Follow the testing instructions to ensure your results are accurate and valid. Fitness Testing HEALTH is defined as \u2018a state of physical […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","meta":{"_acf_changed":false,"_searchwp_excluded":"","footnotes":""},"schools":[],"campuses":[],"subject_area":[],"ht-kb-category":[250],"ht-kb-tag":[],"class_list":["post-6647","ht_kb","type-ht_kb","status-publish","format-standard","hentry","ht_kb_category-outreach"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/6647","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb"}],"about":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/types\/ht_kb"}],"author":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/comments?post=6647"}],"version-history":[{"count":6,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/6647\/revisions"}],"predecessor-version":[{"id":6657,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/6647\/revisions\/6657"}],"wp:attachment":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/media?parent=6647"}],"wp:term":[{"taxonomy":"schools","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/schools?post=6647"},{"taxonomy":"campuses","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/campuses?post=6647"},{"taxonomy":"subject_area","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/subject_area?post=6647"},{"taxonomy":"ht_kb_category","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-category?post=6647"},{"taxonomy":"ht_kb_tag","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-tag?post=6647"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}