Pathfit 1: Module 1 - Physical Education Concepts and Assessments PDF

OVERVIEW Welcome to Path-Fit 1! How are you today? Are you excited to learn the physical activities that lead to health and fitness? You might be asking yourself these questions “Bakit may PE pa sa College, eh nag PE na kami simula elementarya hanggang Senior high?...

OVERVIEW Welcome to Path-Fit 1! How are you today? Are you excited to learn the physical activities that lead to health and fitness? You might be asking yourself these questions “Bakit may PE pa sa College, eh nag PE na kami simula elementarya hanggang Senior high?”, “PE na naman?”, and “Ano naman kaya ang PE sa college?”. Don’t worry because we will try our best to make sure that these questions will be answered in this module. In this module, you will learn about your fitness status through different fitness assessments, and you’ll know various exercises that will help you improve your fitness status or keep it as it is. You will be introduced to Fitness test protocols so that you will be able to perform it correctly. Misconceptions about Physical Education and fitness will be avoided through studying the lessons in this module. There will be various learning activities that will help you understand the lessons in a unique way. We hope that you will give your best in studying the lessons and do the activities well. Enjoy learning! LEARNING OUTCOMES At the end of this unit, you are expected to; 1. discuss the legal basis of physical education through: a. Talk show; e. Game show b. Vlogging; f. Macro-teaching c. Reporting; g. Hot seat d. Debate; h. thinking caps 2. analyze the differences between components of Physical Education; 3. interpret fitness test protocols; and 4. assess fitness levels and interpret the result relative to standards. LET US EXPLORE Activity 1.1 : PAR-Q (Physical Activity Readiness Questionnaire) Let’s assess if you are ready to participate in physical activity by taking the Physical Activity Readiness Questionnaire (PAR-Q). Direction: Answer the PAR-Q Form below. Read the questions carefully, and answer it honestly. Put a check “  “ to your corresponding answer. Finally, answer the Activity 1.2. right after your answer PAR-Q. PATHFIT 1: Movement Enhancement Page 1  Figure 1: PAR-Q form PAR - Q Form Name: ___________________________________________ Course/Year Level/Block: ____________________________ Questions Yes No  Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor?  Do you feel pain in your chest when you do physical activity?  In the past month, have you had chest pain when you were not doing physical activity?  Do you lose your balance because of dizziness or have you ever lost consciousness?  Do you have a bone or joint problem (back, knee, hip) that could be made worse by a change in your physical activity?  Is your doctor currently prescribing drugs for your heart condition?  Do you know of any other reason why you should not do physical activity? Source: Canadian Society for Exercise Physiology. (2002). Physical Activity Readiness Questionnaire – PAR-Q. Retrieved from: www.csep.ca/forms Activity 1.2 Let’s see what the questionnaire revealed about your fitness:  If you answered YES to any questions, talk with your doctor before you start engaging in physical activity (PA). Tell your doctor about the PAR-Q and which questions you answered yes.  If you answered NO to all PAR-Q questions, you can start participating in physical activities. 1. What is the result of your PAR-Q? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. If you are not ready, what do you think makes you not ready? How are you going to prepare to be ready? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ PATHFIT 1: Movement Enhancement Page 2  Why is Physical Education still included in college? A lot of you might have asked this question. So let us study below the legal bases of physical education, and learn why it is important to be included in the tertiary education system. 1.1. The Legal Bases of Physical Education Here’s the history why Physical Education is still included in the tertiray education legally. In 1978, the UNESCO described sport and physical education as a fundamental right for all: “all forms of physical activity that contribute to physical fitness, mental wellness and social interaction, such as play, recreation, organized or competitive sport, and indigenous sports and games.” Furthermore, learning to move and enjoying the freedom of movement is a human right (UNESCO, 1999). In April 2011, the United Nations through the Special Adviser on Sport for Development and Peace officially called upon UN Member States, UN entities, sports organizations, international and civil society organizations, the academia, the private sector and media to work in close partnership in recognizing and harnessing the transformative power of sport and physical education. Article 14, Section 19 of the 1987 Philippine Constitution mandates that “The State [to] promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions to foster self- discipline, teamwork, and excellence for the development of a healthy and alert citizenry. All educational institutions shall undertake regular sports activities throughout the countries in cooperation with athletic clubs and other sectors.” Furthermore, Republic Act No. 5708, known as The Schools Physical Education and Sports Development Act of 1969 provided for “An integrated physical education and sports development program in all schools in the Philippines (Section 2)…the goal is to instill in young citizens a proper appreciation of the importance of physical development hand in hand with the mental development in individual and social activities (1) and the provision for “a well-rounded physical education program must be addressed to physical growth, social training, and personal discipline for all pupils and students as well as superior athletic achievement for those who are psychologically inclined and physically gifted (2).” The Purpose of Tertiary Physical Education Physical Education, more than any other subject in the curriculum, is much more direct. It is a subject that is directly applicable and relevant to a learner’s life in school, out of school and even beyond school. Through PE, the learner can be more disciplined because the activities and tasks demand physical effort. When the learner independently engages in physical activities because he understands the benefits of caring for and nurturing one’s health, he gains self-mastery. This self- mastery which is accompanied by self-confidence enables the learner to become more socially involved. This is not to say that individuals who are incapable of exercise or physical activities are deprived of living a full life, rather, those who are physically fit and healthy are more disposed to living a life of service for others. The Goals and Context of Tertiary Physical Education PE plays a unique role as the only subject in the curriculum that requires actual participation in physical activities. Since modern society has effectively engineered moderate-to-vigorous physical activities out of most workplaces, our homes, community and even in our recreational pursuits, the school ought to be the last institution to resist this. The Tertiary PE Program also aims to form constructive behaviors for managing the stress of academic demands; provide the necessary ‘break’ from sedentary activities in the classroom; cultivate school loyalty and patriotism through PATHFIT 1: Movement Enhancement Page 3  the sporting culture. Finally, the Tertiary PE Program thus provides for appreciation for a variety of expression and engagement of physical activities and to ascertain that opportunities are inclusive of all contexts and learners. The Tertiary PE Program Outcomes 1. Active and healthy living. 2. Advocacy and Promotion Today that the whole World is still fighting against Covid-19, we can see the importance of being fit and healthy to overcome the virus, and other diseases. Whereas, developing both fitness and health is the main focus of teaching Physical Education. We can note that Physical Education today has been considered as one of the contributing factor to enhance positive lifestyle changes which lead to a better quality of life. This means that through physical education, an individual can acquire sufficient knowledge and understanding, basic skills, and desirable attitudes that will contribute to his well-being. In the process, one can achieve total fitness which will enable him to avoid common illnesses, use free-time wisely, practice self-defense, and overcome life’s stresses. Above all, physical education can contribute towards long and happy life. 1.2. Physical Fitness Physical Fitness is the body’s ability to function efficiently and effectively. It is a state of being that consists of at least five health-related and six skill-related physical fitness components, each of it contributes to total quality of life. It is related to, but different from, health and wellness. Although the development of physical fitness is the result of many things, optimal physical fitness is not possible without regular physical activity. That’s why fitness testing is very crucial and very important in assessing your fitness status. Fitness testing is a way of gaining information about the health-related and skill related components of a person’s fitness. Testing can take place in a number of environments, with laboratory testing being the most accurate. Reasons for Fitness Testing 1. To highlight the strengths and weakness of an athlete enabling a training program to be devised which addresses the findings; 2. To evaluate a training program, to see if it is helping the athlete in achieving set goal; PATHFIT 1: Movement Enhancement Page 4  3. To measure fitness levels following injury, illness or following the off season 4. To assist in setting goals 5. To determine health status (in the non-sporting population) 6. Talent identification 7. To aid motivation Source: (TeachPE.com. n.d.) Principles of Fitness Testing In order for fitness testing to be accurate and worthwhile, a number of principles must be followed: 1. Specificity: Fitness tests must assess an individuals fitness for the activity or sport in question. For example, there is little point in using a running endurance test to assess an athletes improvement in cycling endurance. 2. Validity: Fitness tests must measure the component of fitness that they are supposed to. For example, is your sit and reach test measuring solely the flexibility of the hamstrings or are there other factors involved. 3. Objectivity: Sometimes also known as inter-tester reliability. A test that is objective will produce the same results for the same individual, regardless of the tester, or technician administering the test. 4. Reliability: A reliable test produces the same results if repeated. For example, an assessor trained in skin-fold measurements will produce the same result, when the same area is re-tested shortly after. Source: (TeachPE.com. n.d.) 1.3. Components of Physical Education There are two components of Physical Education, the (1) health-related component, and (2) skill-related component. A. Health Related Fitness The components of Health related fitness are basis from which to measure our general well being. 1. Cardiovascular Endurance - Cardiovascular endurance is also referred to as aerobic fitness, and is a measure of the athlete’s ability to continue with exercise which places demands on the circulatory and respiratory system PATHFIT 1: Movement Enhancement Page 5  over a prolonged period of time. This occurs in activities such as running, walking, cycling and swimming. 2. Muscular Strength - Muscular strength is the maximal force that can be applied against a resistance. It could be measured by the largest weight a person could lift. or the largest body they could push or pull. 3. Muscular Endurance - Muscular endurance differs from muscular strength in that it is a measure of a person’s ability to repeatedly apply maximal force, for example in a series of press ups, over a period of time. 4. Flexibility - Flexibility is the measure of free movement in a person’s joints. This is especially important in gymnastics. 5. Body Composition - Body composition is usually measured by the percentage body fat a person carries. B. Performance Related Components The components of skill-related physical fitness are agility, balance, coordination, power, reaction time, and speed. They are called skill-related because people who possess them find it easy to achieve high levels of performance in motor skills, such as those required in sports and in specific types of jobs. 1. Agility - is the ability to change and control the direction and position of the body while maintaining a constant, rapid motion. For example, changing directions to hit a tennis ball. 2. Balance - is the ability to control or stabilize the body when a person is standing still or moving. For example, in-line skating. 3. Coordination - is the ability to use the senses together with body parts during movement. For example, dribbling a basketball. Using hands and eyes together is called hand-eye coordination. 4. Reaction Time - the time elapsed between stimulation and the beginning or reaction to that stimulation. Driving a racing car and starting a sprint race require good reaction time. 5. Speed - is the ability to move your body or parts of your body swiftly. Many sports rely on speed to gain advantage over your opponents. Example: A basketball player making a fast break to perform a layup, a tennis player moving forward to get to a drop shot, a football player out running the defense to receive a pass. 6. Power - is the ability to move the body parts swiftly while applying the maximum force of the muscles. Power is a combination of both speed and muscular strength. Example: Fullbacks in football muscling their way through other players and speeding to advance the ball and volleyball players getting up to the net and lifting their bodies high into the air. PATHFIT 1: Movement Enhancement Page 6 1.4. Fitness Test Protocols Fitness Test Protocol is a set of standards test that are performed for fitness testing. Test protocols vary depending on the physical demands of a person, for example, an athlete who will be competing for a specific sports. It can be modified to suit the individual needs of a person. There are also specific tests for those with special needs, such as the young, elderly, and obese. The same goes for testing the general population. Depending on what the purpose of the testing, the current fitness levels, the social group or vocational group, there will be different tests that you may want to conduct. Personal Maximum Heart Rate You will be introduced with several warm-up exercises which you will be performing before conducting any other physical activity, but before proceeding to the physical activities, you should know first your PMHR (Personal Maximal Heart Rate) and THR (Target Heart Rate). A. To get for your Personal Maximal Heart Rate: Here’s how it is: 220 - age = ______________ PMHR B. To get your Target Moderate Heart Rate (40 - 55%) Here’s how it is: MHR x 0.4 = _____________bpm MHR x 0.55 = ______________bpm C. To get your Target Vigorous Heart Rate (60 - 85%) Here’s how it is: MHR x 0.6 = _____________bpm MHR x 0.85 = ______________bpm Since one of the most efficient ways to assess your fitness is through your heart rate, you should always have a record of your heart rate before and after a physical activity to keep track of your fitness level. PATHFIT 1: Movement Enhancement Page 7  Activity 1.6: Warm-up Exercises Direction: Below are the static and dynamic exercises that you can do to warm your body before conducting the Fitness test. Static Stretching Dynamic Stretching 1. Neck Stretches 1. Jogging 2. Shoulder Curl 2. High knees 3. Arm stretches 3. Butt kicks 4. Trunk stretches 4. Jumping Jacks 5. Toe touch 6. Lunges Instructions:  Read the fitness testing protocols (Table 2), before proceeding to the fitness assessment.  Accomplish the Fitness test form (Table 12). Identify the components being measured in the second column of the Fitness test form, and write the respective scores generated by actually performing the indicated tests in the third column.  After finishing the Fitness assessment, answer the guide questions. Table 1.2: Fitness Test Protocols Fitness Test Equipment Directions Scoring 1. 3-minutes  A 16.25 Starting position: *compute your step test inches - Performer stands comfortably in front of VO₂ max (41.25 cm) the box. high box. Action:  A strong 1. Step right foot on the box followed FOR MAN: VO₂ wooden box by left foot. max= 111.33 – 4-6 inches 2. Bring the right foot back to the (0.42 X HR recovery) high, an original position followed by the left inverted soft foot. drink box 3. Do the entire movement for 3 may be minutes. used. The four-step cadence is at a rate of 24 FOR WOMAN: per minute for men, and 22 per minute for VO₂ max= 65.81 – women. Set the metronome beat at 96 (0.1847 X HR beats per minute for men, and 88 beats recovery) per minute for women. After three minutes, stop and palpate your pulse while standing within the first six seconds. PATHFIT 1: Movement Enhancement Page 8 2. Sit up A mat, turf or Starting position: *Rules: floor - Performer lies on his back with knees 1. Only one trial is flexed at 90 degrees, feet flat on the floor. allowed. Cross arms close to chest, fingertips close 2. No resting to shoulder. between sit-ups. 3. Knees must Action: remain flexed at 1. Performer raises trunk with right angle for the crossed arms touching the knees. duration of the This is one sit up. exercise. 2. Without pausing, performer returns 4. Sit up shall be to original position and immediately counted only if the sits up again. performer keeps 3. Repeat as many time as possible. the arms crossed close to chest, and when he/she didn’t let his/her upper back touch the floor. Record only the number of sit ups which were done completely correctly. 3. Push up A mat, turf or Starting position: Record only the floor -The hands and toes touch the floor, the number of sit ups body and legs in a straight line, feet which were done slightly apart, the arms at shoulder width completely apart, extended and at a right angle to the correctly. body. Actions: 1. Keeping the back and knees straight, the performer lowers his body to a predetermined point, maintaining at least two inches off the ground, the elbows should be in a 90 degrees position. 2. Return back to starting position, elbows extended. 3. Repeat the action as much as possible, but without pause or rest. 4. Sit and - Any flat surface Staring position: The farthest reach like the floor with - Performer sits on the floor with his back distance in a wall on one and head against the wall, legs straight centimeters is side; a meter- flat on the floor, 30 cm wide, thumbs recorded. stick or a flat interlaced and middle fingers overlapped. wooden stick - Tester slides meter-stick between the with a tape performer’s legs, the end of which measure touches the fingertips. fastened to it. Action: 1. Performer slowly reaches as far as possible forward with arms fully extended and the fingertips touching the floor. 2. He/She returns to the starting position, arms and shoulders relaxed PATHFIT 1: Movement Enhancement Page 9  (no jerky movements allowed). 3. He/She repeats the action. On the third time, performer holds the position for at least 2 seconds as the score on the tape is read. 5. Zipper test Tape measure *An assistant is needed to check the Record the best alignment of the fingers, and measure the score to the distance between the tips of the middle nearest centimeter finger. or 1/2 inch. The Starting position: higher the score -Standing position, hands on side, feet the better the together. result. Action: 1. Raise your right arm straight up over your head. 2. Flex your right elbow. Let your right palm rest on the back of your neck with your fingers pointing down toward your feet. 3. Using your left hand, reach down behind your back and rest the back of your hand on your spine (your palm should be facing away from your body). 4. Without straining, slide your right hand down your neck and your left hand up your spine (your hands should be moving toward each other). Once you have reached as far as you can, let your assistant measure the distance between your fingers. 5. Do the same action, start with your left arm. (Stop the test if you experience pain). 6. Hexagon Masking tape, Starting Position: The circuit must meter stick. - The performer is at the center of the be completed to hexagon, facing the side F. record the time. -Using masking Action: tape, make a 1. Stand at the center of the hexagon hexagonal shape facing side F. on a level, firm 2. Jump with both feet over side A. floor with each of 3. Jump back to the centre and then the six sides jump over to side B and so on round measuring 65 the hexagon, returning to the centre centimeters. to face side F between each jump. 4. Record the length of time it takes you to complete three circuits of the hexagon. 5. Rest for 2 minutes. 6. Repeat the circuit in a reverse direction starting to jump on the side 7. Stork Stand Stop watch Starting Position: -The performer stands comfortably on both feet with his hands on his hips. Actions: 1. The performer lifts his right leg and places the sole of the right foot against the side of the left kneecap. 2. As the stopwatch starts, the PATHFIT 1: Movement Enhancement Page 10  performer raises the heel of the left foot to stand on his toes. 3. The performer is to hold this position for as long as possible. The time stops when the performer’s left heel touches the ground, or the right foot moves away from the left knee. (record the time) Rest for two minutes. 4. Repeat the action, starting on the left leg. 8. Trunk lift Meter stick Starting position: The highest - The performer lies in a prone position, measure in his hands are under his abdomen, legs centimeters is flat together on the floor. recorded. Action: 1. Lift your upper body off the floor using the muscles on the back. The movement should be performed in a slow and controlled manner. 2. Hold your position for at least 3 seconds for the measurement. 3. Return to your starting position. 4. Do the same action three times. 1.1. Fitness Test Standards Students must be taught to test themselves, interpret the test results, set personal fitness goals, plan an individualized program and monitor themselves over time. For those who fail to meet the criterion-referenced standards for health, they can be helped to plan a program for improvement. Others who have reached the fitness standards can be taught how to maintain that level of fitness. The following are standard for each Fitness Test: Table 1.3: Fitness Index for Men and Women (Step Test) CARDIORESPIRATORY FITNESS ACCORDING TO MAXIMAL OXYGEN UPTAKE (VO₂ MAX) VO₂ MAX VALUES Sex Age Very Poor Poor Fair Good Excellent Superior Female 13-19 41.9 20-29 41 Male 13-19 55.9 20-29 52.4 Table 1.4: Hexagon Test GENDER Excellent Above Average Average Below Poor Average MALE 17.8 secs secs secs secs FEMALE 21.8 secs secs secs secs PATHFIT 1: Movement Enhancement Page 11  Table 1.5: Shuttle Run SHUTTLE RUN FOR MEN SHUTTLE RUN FOR WOMEN 16 secs. & above Very Poor 18 secs & Above Very Poor 14-15 secs. Poor 16-17 secs. Poor 12-13 secs. Average 14-15 secs. Average 10-11 secs. Good 12-13 secs. Good 8-9 secs. Very Good 10-11 secs Very Good 7 secs. Excellent 8-9 secs. Excellent 6 secs and below Superior 7 secs & below Superior Table 1.6: Zipper Test LEFT ARM SCORE RIGHT ARM SCORE RATING 0 Did not touch the 0 Did not touch the finger 0 VERY POOR finger 1 Just touch the finger 1 Just touch the finger 1 POOR 2 Finger overlapped by 2 Finger overlapped by 2 AVERAGE 1-2 cm. 1-2 cm. 3 Finger overlapped by 3 Finger overlapped by 3 GOOD 3-4 cm. 3-4 cm. 4 Finger overlapped by 4 Finger overlapped by 4 VERY GOOD 5-7 cm. 5-7 cm. 5 Finger overlapped by 5 Finger overlapped by 8 5 EXCELLENT 8 cm or more cm or more Table 1.7: Sit and Reach (Men & Women) Sit and Reach (Men & Women) 19 inches Poor 20-24 inches Average 25-29 inches Very Good 30-35 inches & above Excellent Table 1.8: Trunk lift Trunk lift (Men and Women) 12 inches and above Excellent 10-11 inches Very Good 8-9 inches Good 6-7 inches Average 4-5 inches Fair 2-3 inches Poor 0-1 inches Very Poor Table 1.9: Sit up MEN WOMEN 0-15 Poor 0-10 Poor 16-20 Average 11-15 Average 21-25 Very Good 16-20 Very Good 26 + Excellent 21 & above Excellent PATHFIT 1: Movement Enhancement Page 12  Table 1.10: Push up MEN WOMEN 0-10 Poor 0-8 Poor 11-18 Average 9-15 Average 19-24 Very Good 16-19 Very Good 25 + Excellent 20 + Excellent Table 1.11: Stork Stand MEN WOMEN 25 secs. & below Poor 15 secs. & Below Poor 26-40 secs. Average 16-30 secs. Average 41-59 secs. Very Good 31-44 secs. Very Good 1 min. Excellent 45 secs. Excellent Use the Fitness test form below to conduct your fitness assessment, and refer to the fitness standard for your score. Answer the guide questions after. Table 1. 12: Fitness Test Form Name:________________________ RHR (Resting Heart Rate): ___________ Age: _________ Sex: __________ Exercise Heart Rate: __________ Lower Abdominal (cm): _________ Height (m): __________ Hip girth (cm): ____________ Weight (kg): _________ Test Item Components Score Remarks Measured (Refer to fitness (Write the standard) components being measured by the test) 3-minute step test Sit up Push up Sit-and-reach (inch) Zipper test (cm) Hexagon (Clockwise and counter- clockwise) Stork stand (left and right) Trunk lift (inch) Guide Questions: 1. What did the result of the Fitness Test reveal about your present fitness level? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ PATHFIT 1: Movement Enhancement Page 13  2. Which tests did you score satisfactorily? Poorly? What should you do about it? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. Which of the two levels of activity intensity did your heart rate fall during the conduct of the Fitness Test? (Moderate or Vigorous) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. How important is taking your THR when participating in a certain physical activity? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ LET US WRAP UP Share everything that you learned from this module through answering the questions below: 1. What did you learn about your fitness status from this module? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. Using the fitness standards that we discussed in this module, describe a person who is physically fit. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What do you think is the importance of assessing your fitness level and how do you think it affects you in this trying times? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ PATHFIT 1: Movement Enhancement Page 14 LET US ASSESS Part I: Multiple Choice Instructions: Read the following questions carefully and choose the best answer. Encircle the letter of the correct answer. 1. What type of skill-related component of fitness is described as the ability to move the body or parts of the body swiftly? a. Agility c. Power b. Balance d. Speed 2. What type of health-related component of fitness measures the person’s ability to repeatedly apply maximal force? a. Cardiovascular Endurance c. Muscular Endurance b. Flexibility d. Muscular Strength 3. What component of physical education is the basis from which to measure our general well being? a. Heart-related c. Skill-related b. Fitness related d. Health-related 4. Which of the following is a state of health and well-being and more specifically, the ability to perform aspects of sports, occupation and daily activities? a. Physical Education c. Physical Fitness b. Physical Activity d. Physical Health 5. Which of the following is not a reason for Fitness testing? a. To highlight the strengths and weakness of an athlete. b. To evaluate a training program. c. To determine health status d. To substitute for recreational activities. 6. Which of the following is described as a set of standards test that are performed for fitness testing? a. Fitness standard c. Fitness Protocols b. Fitness Test Protocols d. Fitness Assessment 7. What is Ana’s personal maximal heart rate if she is already 26 years old? a. 192 c. 194 b. 193 d. 195 8. What will be Ana’s heart rate if she wants to achieve 80% of her maximal heart rate while doing vigorous activities? a. 154 c. 156 b. 155 d. 157 9. Which of the following fitness tests measures the cardiovascular endurance of a person? a. Step-test c. a only b. Hexagon d. a and b PATHFIT 1: Movement Enhancement Page 15 10. Which of the following fitness tests measures the flexibility of a person? a. Sit and reach c. a only b. Trunk lift d. a and b Part II: Setting Your Own Fitness Goals Direction: Based on the result of your Fitness Test, set your fitness goals for each components of Physical Education (Heath and Performance Related Component). You can create your own matrix or format. A SMART rubric will used in assessing your fitness goal. Write your fitness goals here following the standard: PATHFIT 1: Movement Enhancement Page 16  SMART Rubric Meets Needs Developing (15) Expectations (20) Improvement (10) The goal is either The goal is clearly not started clearly The goal is stated, but stated and includes or is too general. lacks descriptive language specific fitness The goal does not Specific which does not helped the terminologies that include descriptive evaluator of what is going fully describe the language or proper to be accomplished. goal. fitness terminologies. The goal can be assessed The goal can be assessed The goal lacks structure and evaluated by the and evaluated by the for assessment and student, but with a lesser student through the period evaluation. Progress or degree of clarity. The Measurable stated. Progress and achievement of this goal student has difficulty achievement can be cannot be measured by measuring the progress or measured and described the student or the achievement of the goal by the students. teacher. because it is too general. The goal is appropriate for the The goal is somewhat The goal is not individual student and appropriate for the appropriate for the his needs but individual student but individual student provides enough provides enough challenge and his needs. The challenge for for personal and artistic goal does not personal and artistic Attainable growth. Regardless of challenge the growth. Regardless whether or not the student student or is too of whether or not the meets their anticipated challenging to student meets their goal, it is realistically complete within anticipated goal, it is achievable during the one week of realistically Marking period. practice. achievable during the Marking Period. The goal is realistic and directly The goal is realistic but correlates to the may lack clarity in its The goal is not content that is being relation to class content. realistic and does Realistic learned in class. The More description is needed not relate well to goal may also for how this goal what is taught in include the personal specifically relates to class. interests of an Physical Education individual student The goal can be The period stated to done within a achieve the goal is The goal is impossible to specific period, and Time bound somehow within the achieve within the period does not need any expectation of the teacher stated by the student. extension to to achieve the goal. achieve the goal. Adapted from https://www.rcampus.com/rubricshowc.cfm?code=AAC553&sp=yes& PATHFIT 1: Movement Enhancement Page 17 REFERENCES Corbin, C., Welk, G., Corbin W., Welk, K.,(2009). Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach. Bushman, B. (2011). ACSM’s Complete guide to fitness and health. Champaign, Illinois: Human Kinetics. Boyle, M. (2010). Advances in functional training, Santa Cruz, California: On target publications. PATHFIT 1: Movement Enhancement Page 18