Explanation of Welnet Fitness Measures

Explanation of Welnet Fitness Measures

Welnet measures of 4 areas of Health-Related Fitness. The measured areas include Cardio-Vascular Fitness, Flexibility, Muscular Endurance, and Muscular Strength. Students participate in activities aligned with nationally recognized assessments for each area.

Assessment 1 – Cardio Vascular Fitness
Teacher chooses either the pacer or the mile run.
Assessment 2 – Flexibility
Students complete the sit and reach assessment
Assessment 3 – Muscular Strength/Endurance Part A Teacher chooses either curl ups on a cadence or curl ups in 60 seconds.
Assessment 4 – Muscular Strength/Endurance Part BTeacher chooses either push ups on a cadence or push ups in 60 seconds.

Teachers will choose one assessment for students to complete in each of the 4 assessment areas.

A ‘Healthy Fitness Zone’ has been identified for each assessment and can be used as a guideline for desirable student scores. While the ‘Healthy Fitness Zone’ represents a desired score, it is important to recognize that all students should focus on setting personal goals to improve their current score. The idea behind the fitness test is to set goals for improvement,so any improvement in scores is a good thing (whether it’s in the Healthy Fitness Zone or not).

Cardio-Vascular Fitnessis measured by using the Pacer Assessment or the Mile Run Assessment. Schools will select the most appropriate assessment for their student group.

Pacer

This assessmentrequires that students run between two lines 20m apart in time to recorded beeps. Students stand behind one line while facing the second, and begin running when instructed by the recording. The pace at the beginning of the assessment is slow. Students continue running between the two lines, turning when prompted by the recorded beeps. As the test proceeds, the time between beeps decreases (so the beeps will be closer together). If the line is reached before the beep sounds, the student must wait until the next beep sounds before continuing. If the line is not reached before the beep sounds, the student is given a warning and must continue to run to the line, then turn and try to catch up with the pace within the next two ‘beeps’. The test is stopped if the subject does not reach the linefor two consecutive ends after a warning.

Cadence Audio Link

Mile Run

Students will run 1 mile (usually around a school track). They will be timed to see how long the run takes and set goals for improvement.

Flexibility is measured by completing a left-legged sit-and-reach and a right-legged sit-and-reach.

Sit and Reach

The student leaves his or her shoes on and sits down at the sit and reach box. 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. 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. When using or creating a sit and reach box for this activity, the level of the extended leg foot is 9 inches from the beginning of the top reach board. If you do not have a sit and reach box, it is acceptable to anchor a yard stick to bleachers or a mat with the stick hanging 9 inches beyond where the student’s extended-leg foot is touching. Scores are recording as number of inches from the beginning of the board or yard stick (i.e. a student who reaches 8 inches would be one inch shy of where his/her foot is touching the box, bleachers, or mat).

Muscular Strength/EnduranceAssessment PartAis measured by completion of a curl-ups assessment. Schools can choose to complete the 60 second curl ups test or curl-ups on a cadence.

60 Second Curl-Ups

The student lies on a cushioned, clean surface with knees flexed and feet approximately 12 inches from their buttocks. A partner assists by holding the feet down to the ground. The arms are held flat across the chest, with the hands placed on opposite shoulders. The subject raises the trunk, keeping the arms in position, curling up to touch their elbows to their mid-thighs and then lowers back to the floor so that the shoulder blades (upper back) touch the floor. The maximum number of sit ups performed in one minute is recorded.

Curl-Ups on a Cadence

Student will need to be grouped in pairs. One student will be Partner A, the other will be Partner B. Partner A will perform the curl-ups while partner B counts and watches for form errors.

Partner A lies on his/her back 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. The fingers are stretched out and the head is in contact with the mat. Make sure students have extended their feet as far as possible from the buttocks while still allowing feet to remain flat on floor. The closer the feet are positioned in relation to the buttocks, the more difficult the movement.

After partner A has assumed the correct position on the mat, partner B places a measuring strip on the mat under partner A’s legs so that partner A’s fingertips are just resting on the nearest edge of the measuring strip *(see below for measuring strip size specifications). Partner B then kneels down at partner A’s head in a position to count curl-ups and watch for form breaks. Partner B places a piece of paper under partner A’s head. The paper will assist Partner B in judging if partner A’s head touches down on each repetition. Partner B should watch for the paper to crinkle each time Partner A touches it with his or her head.

Before beginning the curl-up, it is a good practice for Partner B to pull on partner A’s hands to en-sure that the shoulders are relaxed and in a normal resting position. If partner A is allowed to hunch the shoulders before beginning the test, he or she may be able to get the fingertips to the other side of the testing strip by merely moving the arms and shoulders up and down. Keeping heels in contact with the mat, partner A curls up slowly, sliding fingers across the measuring strip until fingertips reach the other side. Partner A then curls back down until his or her head touches the piece of paper on the mat. Movement should be slow and gauged to the specified cadence of about 20 curl-ups per minute (1 curl every 3 seconds). The teacher should call a cadence or use a prerecorded cadence. Partner A continues without pausing until he or she can no longer continue or has completed 75 curl-ups. Students then switch roles.

* For students under the age of 10, the measuring strip should be 3 inches in width. For students 10 and older, the measuring strip should be 4½ inches.

For Cadence audio, go to…

Muscular Strength/Endurance Assessment Part II is measured through the completion of a push-ups assessment. The push-ups assessment is completed on a cadence.

Push Ups on a Cadence

Students lower body to a 90-degree elbow angle and push up. Each student’s body should be flat from their heels to their shoulders (hips need to be directly in line with heels and shoulders, not higher or lower). Set to a specified pace, or cadence, students complete as many repetitions as possible. Student participants stop their test after the first push up they do not complete in rhythm with the cadence.

For Cadence audio, go to…

Push Ups in one Minute

Students lower body to a 90-degree elbow angle and push up as many times as possible in 60 seconds or until failure, whichever comes first. Each student’s body should be flat from their heels to their shoulders (hips need to be directly in line with heels and shoulders, not higher or lower). Failure is defined as the inability to lower to 90 degrees, inability to keep hips in line with heels and shoulders, or allowing any body part between hands and feet to touch the ground.