1. Fitness test adaptations for students with disabilities
Rebecca Hultman

2. Introductions
1st year teacher at Mercer Middle School, Seattle School District
Teaching 6-8 grade
1 section of Partner PE
Graduated from Pacific Lutheran University
BA Kinesiology, K-12 Health and Fitness Education
APE practicum w/ SPS in 2017
Volunteer experience with Special Olympics Unified Sports
Partner PE – 8 students with disabilities, 2 peer partners, 3 IAs, 1 teacher (me)
3rd period – inclusion class with 6-7 self-contained students
This presentation is geared towards/reflects the students in my Partner PE class.

3. Session Description
Students are exposed to fitness testing in elementary school, and continue to participate in fitness tests throughout high school. Students, families, and educators can use fitness tests as tools to discuss fitness levels and identify areas where students can grow. Students with disabilities equally benefit from the data collected from fitness tests, and this session will identify how each fitness test can be adapted. I hope that this session will help educators understand why fitness testing is important for all students, and provide them with the tools and confidence to adapt the tests for their students with disabilities.
There is so much information out there that I will not be able to cover it all. And adaptations are so dependent on your class and your students. This presentation will hopefully give you a starting point, some ideas, and other people that you can network with for the future.

4. Session Framework Introductions Key points Learning objectives
Schedule
Learning Objectives
Introductions
Key points
Learning objectives
Purpose of assessment
Fitness Assessments in PE
Function of the assessment
Possible modifications
Activities to try
Questions
I will be able to explain the importance of data collection when fitness testing my students.
I will be able to name 3 tools or resources that will assist me in successfully modifying fitness tests for students with disabilities in my class.
50 minute session
Introductions – 2 min
Key points – 2 min
Learning objectives – 1 min
Purpose of assessment – 5 min
Fitness Assessments in PE – 3-4 min per assessment x 6 assessments = min
Function of the assessment
Possible modifications
Activities to try – 2 min per assessment x 5 assessments = 10 min
Resources – 2 min
Questions – 5 min

5. What is the purpose of assessment?
Accurately reflect student abilities…in relation to the curriculum
What CAN students do?
What can students not do?
Shape and grow student’s abilities
Help with program planning & implementing specific activities to help students grow
Lieberman, L. J., & Houston-Wilson, C. (2018). Strategies for inclusion (2nd ed.). Champaign, IL: Human Kinetics.

6. What are effective assessments?
Non-Effective Assessments
Prepared and administered with a purpose
Always related to curriculum
Objective & free from guesswork
Components of the skill are identified
Reflect the capabilities of the student
Assessment is outside scope and sequence
Fails to address individual needs of learners
Do not benefit the growth of the learner
Fail to document students learning and growth
Effective assessments – accurately reflects the capabilities of the student being assessed
Take away from slides 5 & students should be assessed with their abilities in mind, assessments should follow goals and objectives of the curriculum, and assessments should be used to aid in the growth of student learning
Lieberman, L. J., & Houston-Wilson, C. (2018). Strategies for inclusion (2nd ed.). Champaign, IL: Human Kinetics.

7. When and How to adapt? When to adapt? How to adapt?
Can the student complete the test without any adaptations?
Can the student complete the same test as their peers, but with a few adaptions?
Can the student complete a different test that measures the same fitness component?
Task – space, size of target, height, time
Environment – visual markers, distraction reduction
Equipment – color, composition, size, texture
Assistance by Peer or Aide – tactile, verbal cues, “Watch Me” demonstration, or partner in test.
Now…from this point forward you have to reflect on your students. What students do you have in your classes? What are they successful at? What is challenging? This has to be considered as you move forward in thinking about adaptations. This means you have to KNOW YOUR STUDENTS. You may not get it right the first time – keep trying.
Understanding your student’s successes and challenges will help you serve them.
We will go over adaptations to the PACER, push-ups, sit-ups, and sit-and-reach

8. Function of Assessment
PACER
Function of Assessment
Modifications
Aerobic capacity assessment
O2 in the air  lungs  blood  muscles
Run with a peer buddy
Change the distance
Visual markers
Tape on the ground, cones to run to, tether to hold
Visual signal in addition to audio signal
Consider…
1 mile walk/run
“the maximum rate that oxygen can be taken up and utilized by the body during exercise”

9. Bean Bag Relay Cone/poly spot marks your place Basket with bean bags
Empty hula-hoop
Goal – to get your bean bags from the basket to your hula hoop
Variations
Partner work
Different number of bean bags
Use PACER “music” to practice
Game to practice the PACER

10. Function of Assessment
Push-ups
Function of Assessment
Modifications
Upper body strength and endurance
Plank
Upward facing dog, from knees, from feet
Modified Positions
From knees
Upper body is elevated
Tactile prompts for hand/feet position
Meter stick along student’s back

11. Plank progression
Upward facing dog
Plank from knees
Plank from feet

12. Include visual aids Elevated push-ups
My students have done downward facing dog in yoga. They often performed this pose when I asked them to perform a plank. Having a visual example of what the plank vs. downward facing dog pose was helpful.

13. Bean bag blockers
Each person holds a plank position in front of their hula hoop, facing the center
Goal – To gently toss the bean bags into the other player’s hula hoops while holding a plank

14. Function of Assessment
Curl-ups
Function of Assessment
Modifications
Abdominal strength and endurance
Hands slide to knees
Plank
Swan pose, from knees, from feet
Complete without cadence
Use an incline mat
Hold peer partner’s hands
Hold feet

16. Function of Assessment
Sit-and-Reach
Function of Assessment
Modifications
Hamstring flexibility
Hold stretch for shorter amount of time
Change leg positioning
Physical assistance
Reach to parts of the leg
Knees
Calf
Toes
*Consider measuring flexibility of other parts of the body

17. More ideas
BPFT – Brockport Physical Fitness Tests
Winnick, J. P., & Porretta, D. L. (2017). Adapted physical education and sport. Champaign, IL: Human Kinetics.

18. Main Take Aways Assessments…
Focus on what students CAN do
Inform future lesson planning
Related to the curriculum
Modify fitness tests based on student ability
Keep notes on how the test was administered to the student
Data data data!
Track student progress regularly
Are students progressing towards their goals?

19. Partner PE at Mercer MS Students enter & sit on spots Warm-up
Teacher individually greets students
High five / fist bump
Warm-up
Dynamic exercises
Stretching
Fitness
Skill development / content
Choice Time
3-4 equipment choices
Compliment Circle

20. Bibliography
Lieberman, L. J., & Houston-Wilson, C. (2018). Strategies for inclusion (2nd ed.). Champaign, IL: Human Kinetics.
Winnick, J. P., & Porretta, D. L. (2017). Adapted physical education and sport. Champaign, IL: Human Kinetics.

21. Thank you for attending!
Questions?
Thank you for attending!