1. ABC Fit A New Paradigm Glenn Young, BEd, MEd Physical Education and Athletics Coordinator Surrey Physical Education

2. Bio 15 years teaching (Department Head, Athletic Director) 19 years District PE & Athletics Coordinator Sessional Instructor UBC, SFU, Douglas College Advisory Board for Post Baccalaureate program for SFU and Douglas College Project Manager for Ministry PE Curriculum Development National Advisory Committee for Physical Education Surrey Physical Education

3. Today’s Intentions Deepen your understanding of the need for a paradigm shift in fitness testing in schools Describe the ABC Fit tool Surrey Physical Education

4. Why Schools Fitness Test To improve overall performance Improvement over baseline Diagnosing a weakness/deficiency Effectiveness of program Gathering data Communicate achievement Only standardized test we have for PE Surrey Physical Education

5. Lab vs Field Based Tests Much more accurate than field based Lab tests too costly Difficult to replicate with large numbers Surrey Physical Education

6. Field-Based Fitness Tests Canada Fitness Award, CFA (1970), European Test of Physical Fitness, Eurofit (1988), President ’ s Challenge, Fitnessgram Focus primarily on Health-Related components of fitness (endurance, flexibility, strength) Surrey Physical Education

7. Variables Genetics/heredity (potential) Maturation (young people show a linear increase in VO2 max w/age) Intervention (our PE programs, PA programs) Motivation (why would a student want to perform well) Lifestyle Skilled at taking the test Surrey Physical Education

8. Critical Questions Are you fit? How do you know? What criteria did you use? Surrey Physical Education

9. ABC Fitness District has defined fitness for our students Aerobic Fitness (4 station circuit) Balance (Lateral Bound) Core (Plank) Functional Level (day-to-day) vs Performance Level Surrey Physical Education

10. Why Aerobic? One of the best indicators of overall fitness Obvious positive health-related outcomes Tests are easy to administer to large groups Many standards developed Surrey Physical Education

11. Why Balance? Used on a daily basis (static & dynamic) Foundation for all movement Changing and controlling your center of gravity Directly rewires the brain Injury prevention Surrey Physical Education

12. Why Core? Bridges lower body to upper body Effective force transfer and skillful movement depend on the core to sustain proper spinal position Enhances throwing, jumping, rotary skills Engine of the body Wrong focus on extremities first Surrey Physical Education

13. Why The Paradigm Shift Fitness testing antithetical to the goal of promoting physical activity Children are not small adults Tests need to be appropriate Testing needs to be efficient Functional fitness (used daily) before performance Criterion referenced standards Safe--not maximal exertion or to exhaustion Promote learning and positive attitudes Surrey Physical Education

14. Effects on Children of Fitness Testing Intrinsic motivation increased with positive feedback after test, but decreased after negative feedback (Whitehead & Corbin, 1991) Major contributor to negative attitudes towards PE (Luke & Sinclair, 1991) Tests only motivate those that do well (PEA, 1988) Over emphasis on the product-related issues (fitness level, performance) rather than the process-related issues (health, physical activity behavior) (Cale & Harris 2002) Surrey Physical Education

15. Effects on Children of Fitness Testing Improper testing turns many “ off ” activity rather than “ on ” (Docherty & Bell, 1990, Corbin et al. 1995) Communicates a false message that competition and excellence are necessary for health and fitness (Cale & Harris, 2005) Children have little understanding why they are tested (Hopple & Graham, 1995) Inappropriate or undesirable use of fitness scores to grade children as a primary indicator of achievement (Corbin, 2002) Surrey Physical Education

16. Recommendations (Cale & Harris, 2005) Be child-centered & developmentally appropriate Positive & meaningful experience Provide individualized baseline scores and feedback to improve Promote learning and positive attitude towards being active Scores interpreted carefully because of limitations Use criterion-referenced standards Surrey Physical Education

17. Aerobic (4 Stations) Station 1 Hopscotch Ladder Pattern Station 2 Ball Jump Station 3 Figure 8 Station 4 Scissors 1 student at each station; 30 seconds each station Keep rotating until grade level time Surrey Physical Education

18. Aerobic Fitness Surrey Physical Education EmergingDevelopingAcquiredAccomplished Uses more than 3 rest intervals to engage in moderate to vigorous physical activities for less than 12 minutes Uses 2-3 rest intervals to engage in moderate to vigorous physical activities for 12 minutes Engages in vigorous physical activities continuously for 12 minutes Engages in vigorous physical activities continuously for 14 minutes

19. Perceived Exertion Scale Surrey Physical Education

22. Lateral Bound Starting from a single leg balance, bound across AND without pausing, bound back to a single leg balance and hold for 5 seconds Perform 3 trials on the preferred leg and record the 2 most consistent trials Surrey Physical Education

23. Balance Surrey Physical Education EmergingDevelopingAcquiredAccomplished Unable to bound across the required distance; falls down anytime; adjusts body position more than once (full hop, major lower & upper body movement, both feet touches ground, other foot touches ground) or continuous movement to achieve a balanced landing Adjusts body position once; landing foot may swivel once; minor lower (non- supporting leg) and upper body (arms) sway to stabilize Achieves a soft, balanced landing with minor adjustments of upper body to stabilize Achieves a soft, balanced landing using triple flexion technique (landing leg is flexed at ankle, knees, hips; elbows close to body; head is up)

24. Surrey Physical Education

26. Core Elbow bridge/low plank Feet maximum of hip width apart Elbows maximum of shoulder width apart Hands can not be clasped together Surrey Physical Education

27. Core Surrey Physical Education EmergingDevelopingAcquiredAccomplished Uses more than 1 rest interval, to maintain the proper position for the allotted time Uses 1 rest interval, to maintain the proper position for the allotted time Maintains the proper position for 60 seconds Maintains the proper position for 2 trials

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31. ABC Fit PHE Canada’s Passport For Life 60 Minutes Kid Club Kamloops School District, SD 73 Teachers from my Douglas College Graduate Diploma program Surrey Physical Education

32. Famous Last Words When will what we know change what we do? (Curiosity) Why doesn’t what we know change what we do? (Concern) When what we know changes what we do (Commitment) Mike McKay, Director, Canadian Self-Regulation Initiative Surrey Physical Education

33. Today’s Intentions Deepen your understanding of the need for a paradigm shift in fitness testing in schools Describe the ABC Fit tool Surrey Physical Education

34. Thanks!! Contact Info: @glennyoungsd36 Young_g@surreyschools.ca Surrey Physical Education