2. Reasons for Fitness Testing Identify the athlete’s capability to perform certain tasks Identify athlete’s strengths and weaknesses, which can be used to develop/evaluate a training program Tests should be re-tested every 8-12 weeks to give coach-athlete feedback (one-off testing is pointless) Testing can motivate athlete’s to strive for improvement in their fitness. Performance Evaluation Laboratory Tests; Assessment from expensive and sophisticated equipment in laboratories. Performed usually only at elite level (Sports institutes), but are very accurate (Eg. Maximal tests) Field Tests; Commonly carried out, as they are simple and results are instantaneous. Commonly carried out in individual and team sports to gauge ones fitness levels and can are specific to the fitness components required in particular sports. Maximal and Sub-maximal Testing See table 9.1 p.195 VCE Physical Education - Unit 4

3. Direct and Indirect Testing There are two broad approaches to testing – direct, maximal testing and indirect sub-maximal testing. Each has its advantages and disadvantages Direct – lab equipment, HR monitor, etc Indirect predictive measures/ equations Direct testing tends to be confined to laboratories Indirect sub-maximal testing tends to be used most often because it is easy to administer, requires less expertise and requires minimal effort. VCE Physical Education - Unit 4

4. The Evaluation Process 1. Select the fitness components to be tested (Via game analysis) 2. Select a suitable fitness test* 3. Collect the data scientifically 4. Analyse the data to determine strengths and weaknesses 5. Make decisions as to what to do with the test results 6. Design a training program to work on an athletes weaknesses and maintain their strengths VCE Physical Education - Unit 4

5. Test Selection Criteria Each fitness test should be: Relevant: Selected fitness should assess the performance capabilities of the relevant major muscle groups, and also the patterns and speeds of movement performed. Specific: The predominant energy systems and fitness components utilised in an activity should form the basis for the selection of tests. Valid: An appropriate fitness test must be valid in that it should measure what it claims to measure. For example, if a test claims to measure aerobic capacity it should be of sufficient duration to test the capacity of this energy system. Reliable: Fitness tests must be able to be repeated with consistently accurate results. Reliability is dependent upon a number of factors remaining constant. — The same warm-up should be performed. — The same sequence of tests should be conducted. — The same recovery period between tests should be provided. — The athlete should be tested at approximately the same time of day. — The athlete should be in a similar fluid and nutritional state. — The environmental conditions of heat, humidity and air movement should be similar. VCE Physical Education - Unit 4

6. Pre-testing procedures The following is a checklist of recommended procedures and precautions that should be followed before undertaking any form of fitness testing. The individual should be fully informed and familiarised with the procedures and format of the test(s). No food should be consumed immediately before the testing session. (approx 2hrs) Appropriate clothing and footwear should be worn. Heavy or intense exercise should be avoided on the day prior to testing. The individual should give their consent and appropriate medical clearances should have been obtained. Untrained individuals should work at maximum intensities for short periods only, and their responses should be closely monitored. This is to ensure that they do not injure themselves or run the risk of overtaxing themselves. VCE Physical Education - Unit 4

7. Standards and Norms Where available, an athlete may make use of ‘norms’ (standards that are ‘normal’ or typical for a group) but caution should be exercised in referring to these norms. Where norms are not available, the athlete should use personal bests (PB’s) as a guide. VCE Physical Education - Unit 4

8. Assessment of Fitness

9. Aerobic Capacity Copper’s 12 minute run Harvard Step Test Critical swim speed test 20m shuttle run test 1.6km jog test (1 mile) VCE Physical Education - Unit 4

10. Anaerobic Capacity The two measures of anaerobic capacity include measurement of the capacity of the ATP–PC system and measurement of the capacity of the anaerobic glycolysis (lactic acid) system. Tests to assess the capacity of the ATP–PC system need to include activities of short duration (0–10 seconds) and maximum intensity (100 per cent effort). Tests to measure the capacity of the anaerobic glycolysis system need to be performed at maximal or near-maxima intensity (95−100 per cent) and be sustained for a period of time between 30−90 seconds. VCE Physical Education - Unit 4

11. Anaerobic Power/Speed Phosphate recovery test Anaerobic sprint test (RAST) Repco peak power test Sprint standing starts 50m sprint test VCE Physical Education - Unit 4

12. Muscular Endurance, Strength and Power Muscular Endurance Sit ups Push ups Modified/pull ups Muscular strength Grip strength Core muscle strength Muscular Power Standing Long Jump Vertical Jump VCE Physical Education - Unit 4

13. Flexibility Sit and reach Shoulder & wrist elevation Trunk and neck extension Shoulder rotation Ankle extension / flexion Shoulder rotation VCE Physical Education - Unit 4

14. Agility Illinois agility test Semo agility test VCE Physical Education - Unit 4

15. Body Composition BMI Skinfold test underwater weighing (hydrodensitometry), waist-to-hip ratio. VCE Physical Education - Unit 4

16. Fitness Profiles and Batteries Grouping of fitness tests targeted at particular groups eg. Schools. Battery tests provide a fitness profile for athletes Examples; ACHPER Australian Fitness Education Award, Sport Search Fitness Program Advantages; Reliable and valid, norm/criterion referenced standards (With percentiles and ratings), a final score is achieved. Disadvantages; Not sport specific. VCE Physical Education - Unit 4