04d fitness workbook

7/17/2019 04d Fitness Workbook

http://slidepdf.com/reader/full/04d-fitness-workbook 1/13

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Workbook

Evaluating health -related fitness



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ACTIVITY – Evaluat ing health-related fitness As you complete each test, record your score in the table below. Keep this booklet and add any future testing to this pageto track your progress.

MY PERFORMANCE CAPACITIES SNAPSHOT

NAME: ______________________________________________________________

AGE: _______________________ HEIGHT: ____________________________WEIGHT: ____________________ ARM SPAN: __________________

RESTING HEART RATE: ______ BPM MAXIMUM HEART RATE (MHR): ______ BPM

Health-related f itness capacities

AEROBIC CAPACITYMUSCULAR

ENDURANCEFLEXIBILITY BALANCE

BODYCOMPOSITION

TEST 1 TEST 2 TEST 3 TEST 4 TEST 11 TEST 12 TEST 15

1.6kilometrerun test

Kasch-Boyer step

test

60 secondsit-up test

Wallsquat test

Sit-and-reachtest

Stork standtest

BMI

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Date: ______

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Sport-related fitness capacities

SPEEDMUSCULARSTRENGTH

POWER AGILITY COORDINATIONREACTION

TIME

TEST 5 TEST 6 TEST 7 TEST 8 TEST 9 TEST 10 TEST 13 TEST 14

40 metresprint test

Chin-uptest

30secondpush-up

test

Standinglong jump

test

Vertical jump

test

Shuttlerun test

Alternate handwall toss test

Stopwatchreaction test

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Date:

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Date: ______

Date: ______

While completing performance capacity testing, remember:• These tests and results are a good guide to a person’s level for the fitness capacity being assessed, but they do not

take into account an individual’s somatotypes or body composition.• These tests are perhaps best used when performed every one or two months to gauge improvement, rather than

being used to compare one person to another.

• These tests usually target specific areas of the body; for example, arms, legs or abdominals. Although this can be aguide to the capacity of the rest of the body, this is not always so. That is, the muscular endurance of the legs andarms can vary; consider a trained long-distance runner.

• These tests must be performed with 100 per cent effort. Not performing at your maximum will produce an inaccurateresult and thus provide no useful information.



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TEST 1 – Aerobic capacity: 1.6 kilometre run test DescriptionComplete four laps of a 400 m running track as fast as possible.

Equipment• 400 m running track

• a stopwatch

ResultThe time taken to complete four laps(1600 m)

Procedure1. Ensure you have completed an adequate warm-up; this will not only reduce your

chance of injury, but also improve your result by delaying the onset of fatigue.

2. Start the run and stopwatch simultaneously.3. Complete 1600 m. Start at a steady pace that can be maintained for the whole distance, rather than sprinting the first 200 m and

walking the rest due to fatigue. As the finish approaches speed up so that the run can be completed in the quickest time; there is nopoint leaving ‘anything in the tank’.

4. Note the time as the finish line is crossed.5. DO NOT STOP or lie down. Continue to move around to allow your heart rate and breathing rate to slowly return to normal; this will

help prevent stiffness later and aid in the removal of lactic acid which causes fatigue and muscle soreness.

Procedural errors• Not completing the required distance.

FEMALE 1.6 KILOMETRE RUN TEST NORMS

12 years 13 years 14 years 15 years 16 years Rating

8.29 8.29 8.20 8.20 8.20 T

8.30–8.59 8.30–9.14 8.21–9.06 8.21–9.24 8.21–9.24 E

9.00–10.01 9.15–9.54 9.07–9.47 9.25–10.27 9.25–10.27 C 10.02 9.55 9.48 10.28 10.28 H

MALE 1.6 KILOMETRE RUN TEST NORMS


7.09 6.56 6.43 6.29 6.25 T

7.10–7.42 6.57–7.24 6.44–7.11 6.30–6.59 6.26–6.54 E

7.43–8.19 7.25–8.04 7.12–7.38 7.00–7.35 6.55–7.29 C

8.20 8.05 7.39 7.36 7.30 H

***NOTE: An alternative test for aerobic capacity is the multi-stage fitness test or the ‘beep’ test.

TEST 2 – Aerobic capacity Kasch-Boyer step test DescriptionStep on and off a 30 cm high box for three minutes.

ResultThe heart rate taken at the completion of the activity

Equipment• A 30 cm high box, bench or step

• A metronome or timing tape

• a stopwatch

Procedure

1. Begin the test facing the box, bench or step.

2. When the time begins, step up one leg at a time, then step down one leg at a time. The time to complete a cycle of up and downshould be two seconds. To assist with timing, a partner might use the stopwatch to say ‘up, down, up, down, up …’ each second.

3. Continue performing at this rate for three minutes.4. Five seconds after the test is completed, begin taking your pulse for one minute; this heart rate is your score.

Procedural errors• Not stepping on and off the box one leg at a time.

• Failure to complete the activity at the required pace: one up–down cycle every two seconds for three minutes.

FEMALE KASCH-BOYER STEP TEST NORMS


100 95 95 T

101–120 96–115 96–115 E

121–140 116–130 116–130 C

Comparative dataunavailable for this

age group


age group 141 131 131 H

MALE KASCH-BOYER STEP TEST NORMS


90 85 85 T

91–105 86–105 86–105 E

106–25 106–120 106–120 C


age group


age group 126 121 121 H

T Tremendous – Whatever you are doing, keep doing it, it is working; congratulations, but don’t slacken off now – keep up the good work.

EEnhanced – Well done, you’re heading in the right direction; you might consider varying the type or amount of exercise in your life slightly inorder to reach the next level.

CCaution – You should do some exercise to improve this performance capacity; your body might not be able to perform in this area should itbe required to.

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HHazardous – You must work to improve this performance capacity immediately; if not, you may suffer an injury and long-term damage mightalready be underway.



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TEST 3 – Muscular endurance 60 second sit-up test

DescriptionComplete as many sit-ups as you can in 60 seconds.

Equipment• A partner

• An exercise mat

• A stopwatch

ResultThe number of sit-ups successfullycompleted in the time period

Procedure1. Lie on the mat and raise your knees to approximately 90 degrees, your partner holds your

ankles.2. Place your hands beside your ears. DO NOT lock the fingers together behind the head; thisplaces pressure on the neck when completing a sit-up and is a dangerous practice.

3. When the time begins, complete as many sit-ups as possible in 60 seconds. Your partnershould count aloud as you go.

4. Each sit-up must start with the back on the floor and the body must be raised to the 90degrees position.

Procedural errors• A sit-up is only counted if the elbows pass the knees at the top of the sit-up – 90 degrees position reached.• The shoulder blades must touch the mat at the bottom of each sit-up. FEMALE 60 SECOND SIT-UP TEST NORMS


31 31 30 32 32 T

30–26 30–27 29–26 31–27 31–27 E

25–20 26–21 25–24 26–21 26–21 C

19 20 23 20 20 H

MALE 60 SECOND SIT-UP TEST NORMS


35 36 40 42 42 T

34–31 35–31 39–36 41–36 41–37 E

30–26 30–27 35–33 35–33 36–34 C

25 26 32 32 33 H

TEST 4 – Muscular endurance Wall squat test

DescriptionHold a squat position with one leg off the ground for as long as possible.

Equipment•

A smooth wall• A stopwatch

• An assistant

ResultThe lowest length of time the position issuccessfully held from the two trials

Procedure1. Stand in a comfortable position with feet shoulder width apart and back against a smooth wall.2. Slide down the wall to assume the position shown in the diagram, with a 90° angle at the hip and knee

joints.3. When you are ready, lift one foot 5 cm off the ground and begin timing.4. Hold this position for as long as possible. The watch is stopped when the position is no longer held.5. Rest and repeat the test, this time lifting the other leg. The lowest time of the two trials is the result.

Procedural errors• The incorrect position is held.• The foot is not approximately 5 cm from the floor.

FEMALE WALL SQUAT TEST NORMS

12 Years 13 Years 14 Years 15 Years 16 Years Rating

41 43 43 46 46 T

31–40 33–42 33–42 36–45 36–45 E

16–30 19–32 19–32 21–35 21–35 C

15 18 18 20 20 H

MALE WALL SQUAT TEST NORMS

12 Years 13 Years 14 Years 15 Years 16 Years Rating 68 72 72 76 76 T

48–67 51–71 51–71 56–75 56–75 E

25–47 27–50 27–50 31–55 31–55 C

24 26 26 30 30 H




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TEST 5 – Speed (anaerobic capacity) 40 metre sprint test

DescriptionComplete a 40 metre sprint as quickly as possible.

Equipment• A flat 40 metre track

• A stopwatch

ResultThe time taken to complete the sprint

Procedure1. Begin behind the start line in a ‘set’ (one foot forward, one back) position.2. A timer stands on the finish line with one arm held high in the air with the stopwatch held in

the raised hand.3. The starter yells ‘ready’ then sweeps the arm down quick as the signal to start sprinting (do

not use a whistle or ‘go’ call due to the time delay); the stopwatch is started as the armdrops.

4. The runner completes the distance as quickly as possible. Do not slow down until you havecrossed the finish line.

5. On completion, find out your time from the timer and record.6. Perform the test three times with at least six minutes rest between trials; the result is the

quickest time.

Procedural errors• False starts must start again; if the performer false starts and runs the entire distance, complete the sprint again after a six-minute

rest.

• Do not run into or with strong winds.FEMALE 40 METRE SPRINT TEST NORMS


< 7.20 < 7.10 < 6.40 < 6.10 < 6.10 T

7.20–7.59 7.10–7.59 6.40–7.30 6.10–7.10 6.10–7.10 E

7.60–8.10 7.60–8.10 7.31–7.90 7.11–7.60 7.11–7.60 C

> 8.10 > 8.10 > 7.90 > 7.60 > 7.60 H

MALE 40 METRE SPRINT TEST NORMS


< 7.00 < 6.50 < 5.90 < 5.80 < 5.80 T

7.00–7.40 6.50–7.30 5.90–6.60 5.80–6.40 5.80–6.20 E

7.41–8.00 7.31–7.90 6.61–7.00 6.41–6.90 6.21–6.90 C

> 8.00 > 8.00 > 7.00 > 6.90 > 6.90 H

TEST 6 – Muscular strength Chin-up test

DescriptionPerform as many chin-ups as possible.

Equipment• A bar suitable of completing chin-ups

ResultThe maximum number of chin-ups achieved

Procedure1. Hang from the chin-up bar with palms facing the body.2. Pull up the body until the chin is level with the bar.3. Lower the body back to the starting position with the arms

straight.4. Complete as many as possible and record the result.

Procedural errors• Chin not level with the bar at the top of chin-up.• Arms not returning to a straight position in-between chin-ups.

FEMALE CHIN-UP TEST NORMS12 years 13 years 14 years 15 years 16 years Rating

5 5 6 6 6 T

3–4 3–4 4–6 4–6 4–6 E

1–3 1–3 1–3 1–3 1–3 C

0 0 0 0 0 H

MALE CHIN-UP TEST NORMS


10 10 11 13 13 T

6–9 6–9 7–10 8–13 8–13 E

3–5 3–5 4–6 4–7 4–7 C

2 2 3 3 3 H




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TEST 7 – Muscular strength 30 second push-up test

DescriptionComplete as many modified push-ups as you can in 30 seconds.

Equipment• A chair, box or bench approximately 46 cm

high

• A stopwatch

• Chalk or tape

ResultThe number of push-ups successfully completed in thetime period

Procedure

1. Place the chair or box against a wall so it will not slide or move during the test.2. Lie face up on the ground with arms by your sides and the soles of the feet against the chair or box.3. Mark the position of your elbows with chalk or tape. This mark is the position for the feet when completing

these modified push-ups.4. Stand behind the line you just marked and lean forward placing your arms on the front of the chair, box or

bench approximately shoulder width apart.5. Ensure your body and legs form a straight line and the arms and torso are at approximate right angles.6. When the time starts, perform as many push-ups as you can in 30 seconds. A push-up is only counted if

your chest touches the chair, box or bench and the arms return to a straight position.

Procedural errors

• Push-ups where the chest does not touch the seat, box or bench are not counted.• Push-ups where the arms are not fully returned to a straight position are not counted.

FEMALE 30 SECOND PUSH-UP TEST NORMS


> 12 > 12 > 12 > 12 > 12 T

12–10 12–10 12–11 12–10 12–10 E

9–6 10–6 10–9 9–5 9–5 C

< 6 < 6 < 9 < 5 < 5 H

MALE 30 SECOND PUSH-UP TEST NORMS


> 17 > 18 > 20 > 21 > 22 T

17–16 18–17 20–19 21–19 22–9 E

15–14 16–15 18–16 18–16 18–16 C

< 14 < 15 < 16 < 16 < 16 H

TEST 8 – Power Standing long jump test DescriptionFrom a standing start, perform a standing long jump for maximum distance.

Equipment• A take-off line• A tape measure• A partner

ResultThe distance in centimetres from the take-off line to the heels

Procedure1. Start with all parts of the feet just behind the take-off line.2. Without moving the feet, swing the arms back and bend the knees, move the body forward

to perform a standing long jump.3. Land with both feet together and continue moving forward.4. Your partner marks where your heel landed.5. Measure the distance from the take-off line to the heels.

Procedural errors• You should land with feet approximately together and continue moving forward. Perform

the test again if you fall backwards.FEMALE STANDING LONG JUMP TEST NORMS

12 years 13 years 14 years 15 years 16 years Rating 161 166 171 175 175 T

160–151 165–156 170–160 174–160 174–160 E

150–143 155–147 159–149 159–145 159–145 C

142 146 148 144 144 H

MALE STANDING LONG JUMP TEST NORMS


170 185 195 211 213 T

169–160 184–166 194–184 210–195 212–197 E

159–149 165–151 183–173 194–180 196–182 C

148 150 172 179 181 H




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TEST 9 – Power Vertical jump test

DescriptionJump for maximum height.

Equipment• A standard measuring tape fixed to a wall with the

zero measure on the ground

• Chalk (powdered chalk, talcum powder or flourare all appropriate)

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Non-slip surface• Room or area with a ceiling at least 4 m high

ResultThe distance in centimetres from maximumstanding reach height to maximum jumpheight

Procedure 1. An adequate warm-up and practice jumps should be performed.2. Stand side-on to the wall and directly underneath the measuring tape with the preferred arm

(jump hand) closest to the wall. Both feet are flat on the ground.3. Place chalk/flour on the fingertips of the preferred arm so that the fingertips are lightly covered.

The non-preferred hand is placed on the hip.4. The preferred arm should be stretched as high as possible above the head with the palm facing

the wall. Record the height of the middle finger to the nearest centimetre. This is the ‘reach height’(RH).

5. Before commencing, reapply chalk to the fingertips if necessary.6. Arms are to remain in the positions previously outlined during the jump, (the preferred arm is

raised vertically with the palm facing the wall and the non-preferred arm is placed on the hip).

7. Crouch down, then jump up to touch the tape as high as possible. The subject can choose thedepth of the crouch and is allowed to ‘bounce’ (without lifting their feet off the ground) if desired.The subject is not allowed to swing the arms to assist momentum.

8. Record the height of the middle finger. This measurement is the jump height (JH).9. At least three attempts should be allowed; however, jumpers may continue to jump as long as

improvements are being made.10. Subtract the reach height (RH) from the highest jump height (JH) to obtain the absolute jump

height (AJH) in centimetres.

For example: Reach height (RH) = 160 cm Jump height (JH) = 190 cm Absolute jump height (AJH) = JH – RH

= 190 cm – 160 cm= 30 cm

Procedural errors• The take-off must be from both feet, with no initial steps or shuffling.• Tiptoe when finding reach height is not permitted. Feet must be flat.

• Swinging the arms during the jump is not permitted.

FEMALE VERTICAL JUMP TEST NORMS


25 25 30 30 30 T

17–24 17–24 20–29 20–29 20–29 E

9–16 9–16 11–19 11–19 11–19 C

8 8 10 10 10 H

MALE VERTICAL JUMP TEST NORMS


37 37 40 45 45 T

23–36 23–36 26–39 31–44 31–44 E

13–22 13–22 19–25 21–30 21–30 C

12 12 18 20 20 H



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TEST 10 – Agility Shuttle run test

DescriptionComplete four shuttles on a 10 m shuttle run course.

Equipment• Two lines 10 m apart

• A stopwatch

ResultTime to the nearest 0.1 of a second to complete the shuttles

Procedure1. Begin this test behind the start line in a push-up position with the forehead on the start line.

2. On the ‘go’ signal move as quickly as possible to touch the opposite line, then return to touch the start line, before againsprinting to touch the opposite line.

3. Finish by turning to sprint back across the start line.

4. Record the time taken.

Procedural errors• Starting before the ‘go’ signal.

• Each line must be touched with the fingers, except for the finishing line as the shuttles are completed.

FEMALE SHUTTLE RUN TEST NORMS


11.5 11.7 11.7 T

11.6–12.2 11.8–12.5 11.8–12.5 E

12.3–12.9 12.6–13.1 12.6–13.1 C


age group


age group

13.0 13.2 13.2 H

MALE SHUTTLE RUN TEST NORMS


11.0 10.8 10.6 T

11.1–11.7 10.9–11.5 10.7–11.3 E

11.8–12.2 11.6–11.9 11.4–11.7 C


age group


age group

12.3 12.0 11.8 H




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TEST 11 – Flexibility Sit-and-reach test DescriptionIn a seated position, attempt to reach as far past the feet as possible.

Equipment• A ‘sit and reach’ box

ResultThe distance in centimetres you can reach past the sole ofthe feet

Procedure1. Place the ‘sit and reach’ box on a flat surface up against a wall.

2. Remove your shoes and place the soles of the feet flat against the ‘sit and reach’ box.3. Place your hands one on top of the other and, while keeping the fingertips level, slowly

push your hands across the top of sit and reach’ box moving the gauge as far as possible.4. Hold your maximum position for three seconds and release.5. Take three readings and record your best result.

Procedural errors• The knees must not bend.• Ensure shoes are removed.• You must hold the position for a minimum of three seconds.

FEMALE SIT-AND-REACH TEST NORMS


16 16 14 13 13 T

15–11 15–11 13–7 12–7 12–7 E

10–6 10–6 10–6 6–4 6–4 C

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3 HMALE SIT-AND-REACH TEST NORMS


15 15 13 12 12 T

14–10 14–10 12–9 11–6 11–6 E

9–5 9–5 8–6 5–3 5–3 C

4 4 5 2 2 H

TEST 12 – Balance Stork stand test DescriptionBalance on the toes of one leg for as long as possible.

Equipment• A stopwatch

ResultThe length of time in seconds you can remain

in the ‘stork’ position

Procedure1. Stand with your hands on your hips.2. On the ‘Go’ signal, raise one leg and place the sole of the foot against the knee of the

other leg. At the same time, lift the heel of the planted leg off the ground in order tobalance on the ball of the foot.

3. Maintain this position for as long as possible.4. Record the time once you have moved from the ‘stork’ position.

Procedural errors• Stop recording the time if the heel of the planted foot touches the ground.• Stop recording if the other foot moves away from the knee of the planted leg.FEMALE STORK STAND TEST NORMS


> 59 > 59 > 59 T59–30 59–30 59–30 E

29–20 29–20 29–20 C


age group


age group < 20 < 20 < 20 H

MALE STORK STAND TEST NORMS


> 59 > 59 > 59 T

59–30 59–30 59–30 E

29–20 29–20 29–20 C


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age group < 20 < 20 < 20 H




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TEST 13 – Coordination Alternate hand wall toss testDescriptionUsing alternate hands, throw and catch a ball as it bounces off a wall.

Equipment• A flat wall• A tennis ball• A stopwatch

ResultThe number of successful catches in 30 seconds

Procedure1. With a tennis ball in your right hand, stand facing a flat wall at a distance of 2 metres.2. On the ‘go’ signal, throw the ball so that it bounces off the wall and is caught in your left hand.

3. Throw the ball from the left hand, bouncing it off the wall, and catch it in the right hand.4. Continue this pattern and complete as many catches as possible in the 30 second period.

Procedural errors• You must alternate throwing and catching hands.• You must remain 2 metres from the wall.

FEMALE ALTERNATE HAND WALL TOSS TEST NORMS


> 20 > 21 > 23 > 23 > 23 T

16–20 16–21 18–23 18–23 18–23 E

13–15 13–15 14–17 14–17 14–17 C

< 12 < 12 < 13 < 13 < 13 H

MALE ALTERNATE HAND WALL TOSS TEST NORMS


> 25 > 25 > 29 > 32 > 32 T

22–25 22–25 25–29 27–32 27–32 E

19–21 19–21 21–24 23–26 23–26 C

< 19 < 19 < 21 < 23 < 23 H

*** To test the idea the coordination is learned , spend 10–15 minutes practising this test. After the practice period, attempt the test again. Isthere any improvement? The practice period allows you to ‘learn’ what to do. ‘Training’ usually involves working performance capacitiesregularly over a period of time to bring about long-term changes. These changes to body systems are termed ‘chronic adaptations’. Chronicadaptations take time; learning to perform a skill can usually be a much quicker process.

TEST 14 – Reaction time Stopwatch reaction time test DescriptionUse a stopwatch to measure the time taken to react to a tap on the shoulder.

Equipment• A partner• Twp identical stopwatches

ResultThe time taken to react to the shoulder tap

Procedure1. The partner holds a stopwatch in each hand and has several practices at starting and

stopping both stopwatches at the same time. The partner must be able to start and stopboth watches so that the readings are within three one-hundredths of a second, fourtimes in a row before, proceeding.

2. Stand with your partner behind you. Have your partner start both stopwatchessimultaneously and have them pass you one of the watches.

3. When both are ready, have your partner simultaneously stop the stopwatch and tap youon your shoulder.

4. When you feel the shoulder tap, stop your stopwatch as quickly as possible.5. Find the difference between the time on your stopwatch and your partner’s to give you

your reaction time. For example: 00:04:42 – 00:04:23 = a reaction time of 0.19 seconds.6. Complete 10 trials of the test and average the results to the nearest thousandth of a

second, eg 0.231 seconds.

Procedural errors• Disregard any trials where your partner did not start the stopwatches simultaneously.• Disregard any trials where your partner did not tap your shoulder and stop the stopwatch

simultaneously.• Disregard any trials that are obviously abnormal, ie more than .1 of a second outside

most other results. MALE AND FEMALE STOPWATCH REACTION TIME TEST NORMSSimple reaction time, ie your reaction to a single stimulus like the gun at the start of a race or a tap on the shoulder, is relatively fixed formost people and cannot easily be trained. It will increase slightly with age, but both male and female teenagers will have approximately thesame reaction time. This is displayed in the testing norms below.

Teenage reaction times Rating

<.20 seconds T

.2 seconds – .27 seconds E

>.27 seconds C




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TEST 15 – Body composition Body mass index (BMI) testDescriptionUse your height and weight to calculate your BMI. Procedure1. Measure your height in metres.

• Make sure the subject is barefoot (or wearing socks).

Equipment• Height measurer or tape• Ruler• Bathroom scales• A calculator

• The subject should stand with their feet together, the heels, buttocks and upper part of the backtouching the wall. Ensure that the subject’s heels are together and on the ground at all times, with thearms hanging freely by the sides (palms facing thighs).

• The subject should look straight ahead. Ensure the head is held in a fixed neutral position.• Instruct the subject to take and hold a deep breath and ensure the body is fully stretched (ensure the

head is not tilted backward).• Place the ruler/piece of wood on top of the head, ensuring the ruler/piece of wood is kept level.• The subject should then step away from the stadiometer/measuring tape and the measurement is then

recorded. Procedural errors• Remove shoes before measuring height.• The body or head is not in the correct position.

FEMALE HEIGHT AVERAGES


> 160 > 166 > 170 > 171 > 172 Above Average

160–143 166–150 170–153 171–154 172–155 Average

< 143 < 150 < 153 < 154 < 155 Below AverageMALE HEIGHT AVERAGES


> 161 > 170 > 175 > 181 > 184 Above Average161–143 170–149 175–155 181–162 184–168 Average

< 143 < 149 < 155 < 162 < 168 Below Average

2. Measure your weight in kilograms.• Ensure that the scales are placed on a flat, level and hard surface.• The subject should be barefoot and wearing only light clothing (t-shirt/singlet and shorts/skirt).

• If using electronic scales, turn the scales on and ensure they register at zerobefore weighing. Have the subject stand still and straight on the scales, withtheir weight evenly distributed on both feet over the centre of the scales.

Procedural errors• Wearing shoes or heavy clothing while being weighed.

FEMALE WEIGHT AVERAGES


> 55 > 60 > 65 > 70 > 73 Above average

55–35 60–38 65–40 70–42 72–45 Average

< 35 < 38 < 40 < 42 < 45 Below averageMALE WEIGHT AVERAGES


> 52 > 60 > 65 > 72 > 78 Above average

52–31 60–35 65–40 72–46 78–51 Average

< 31 < 35 < 40 < 46 < 50 Below average

3. Use the BMI formula to calculate your body mass i ndex.BMI= weight For example: BMI = 58 =

22.4

Height2

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FEMALE BODY MASS INDEX


> 27.0 > 28.5 > 29.5 > 30.5 > 31.0 Overweight

23.8–27.0 24.6–28.5 25.4–29.5 26.1–30.5 26.6–31.0 Becoming overweight

15.4– 23.7 15.7–24.5 16.0–25.3 16.4–26.0 16.6–26.5 Healthy

< 15.4 < 15. 7 < 16.0 < 16.4 < 16.6 UnderweightMALE BODY MASS INDEX


> 26.0 > 27.4 >28.2 > 29.0 >29.5 Overweight

22.1–26.0 23.1–27.4 23.9–28.2 24.8–29.0 25.3–29.5 Becoming overweight

15.5–22.0 16.1–23.0 16.5–23.8 16.9–24.7 17.2–25.2 Healthy

< 15.5 < 16.1 < 16.5 < 16.9 < 17.2 Underweight

4. Measure the arm span.• Fix a measuring tape across a wall at approximately shoulder height. Fix the ‘zero’

end of the measuring tape in the corner of two adjoining walls.• Stand straight with the back against the wall, feet together, heels against the wall and

looking straight ahead. The arms are extended horizontally at shoulder level withpalms facing forward. The fingertips of one hand should be placed on the zero mark inthe corner. The subject should then reach out as far as they can with the other hand.

The distance reached by the middle fingertips of the outstretched arms should berecorded in centimetres.

• Record arm span to the nearest 0.5 cm.

Procedural errors• Arms not horizontal against the wall.• Fingertips not right in the corner in line with the zero mark of the tape measure.



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IDENTIFYING MY POTENTIALThese performance capacity tests can not only evaluate your fitness level, but also give a guide to the type of physicalactivity you might be suited to. You can use this information to try to identify physical activities you might be good at andtherefore might enjoy.

As particular attributes will give you an advantage in some physical activities, like height in basketball or speed insprinting, the Australian Government has developed a program designed to identify potential elite athletes based on theresults of some of these tests. If you performed well in one or all of the following tests, you may wish to go to the NationalTalent Identification and Development Program website to learn more and register your results. You may find you are

perfectly suited for an activity you have never considered:• the push-up test• the vertical jump test• the 40 metre sprint test• 1.6 km run.

You will also need measurements for your height, body mass and arm span.National Talent Identification and Development Program website: ausport.gov.au/eTID

ACTIVITY – What activity am I sui ted for?

Below is a table that outlines the links between your best test results and the physical activities that you may be suitedfor. From your test results decide on the tests you performed best at. Examine the sports listed against each of your three

best tests and note any sport that appears on all three lists. These may be sports that you are most suited to based onyour current fitness levels and performance capacities.

Capacity test Associated physical activities

1.6 kilometre run testand the

Kasch-Boyer step test

Enhanced aerobic capacity

Aerobics, Athletics — middle and long distance track, Australian Rules, Ballroomdance, Basketball, Bushwalking, Cycling, Field hockey, Football, In-line hockey,Lacrosse, Lifesaving, Mountain biking, Orienteering, Oztag, Rowing, RugbyLeague, Rugby Union, Skateboarding, Swimming, Synchronised swimming, Team(European) handball, Touch, Triathlon, Ultimate disc, Water polo

60 second si t-up test

Enhanced muscularendurance capacity of the

abdominals and torso

Acrobatics, Artistic gymnastics, Athletics — track & field, Beach volleyball, Canoe

polo, Canoeing, Circus arts, Classical ballet, Cycling, In-line hockey, Jazz ballet,Judo, Karate, Lifesaving, Rhythmic sportive gymnastics, Rock climbing, Rowing,Sailing, Skateboarding, Surfboard riding, Swimming, Waterskiing, Weightlifting,Wrestling

Wall squat test

Enhanced muscularendurance capacity of the legs

Acrobatics, Artistic gymnastics, Athletics — middle to long distance track, Australian Rules, Beach volleyball, Circus arts, Classical ballet, Cycling, Football,In-line hockey, Jazz ballet, Judo, Karate, Lifesaving, Mountain biking,Orienteering, Rock climbing, Rowing, Rugby Union, Sailing, Skateboarding,Surfboard riding, Swimming, Team (European) handball, Touch, Triathlon,Ultimate disc, Water polo, Waterskiing, Wrestling

40 metre sprint test

Enhanced speed capacity

American Football, Athletics — sprint track and jumping field events, Badminton,

Baseball, Basketball, Beach volleyball, Cycling – sprint or BMX, Fencing, Fieldhockey, Futsal, Gaelic football, In-line hockey, Mountain biking, Netball, Oztag,Racquetball, Rugby League, Rugby Union, Skateboarding, Speed skating,Squash, Swimming – short distance, Tap dance, Team (European) handball,Tennis, Touch, Volleyball

Chin-up test

Enhanced muscular strengthcapacity of the arms

Archery, Artistic gymnastics, Canoe polo, Canoeing, Circus arts, Lifesaving, Judo,Rhythmic sportive gymnastics, Rock climbing, Rowing, Waterskiing, Weightlifting,Wrestling

30 second push-up test

Enhanced muscular strength/endurance capacity of the

arms, shoulders and torso

Acrobatics, Archery, Artistic gymnastics, Athletics — throwing events, Badminton,Baseball, Beach volleyball, Bocce, Canoe polo, Canoeing, Circus arts, Golf, Judo,Karate, Rock climbing, Rowing, Sailing, Softball, Squash, Surfboard riding,Swimming, Tennis, Water polo, Waterskiing, Weightlifting, Wrestling



Standing long jump test andVertical jump test

Enhanced power capacity of

the legs

Acrobatics, Artistic gymnastics, Athletics — jumping events, Australian Rules,Basketball, Beach volleyball, Circus arts, Classical ballet, Cycling, Fencing, Folkdance, Futsal, In-line hockey, Judo, Karate, Line dance, Mountain biking, Netball,Rock climbing, Rowing, Skateboarding, Speed skating, Swimming, Synchronisedswimming, Tap dance, Trampolining, Volleyball, Water polo, Weightlifting,Wrestling

Shuttle run test

Enhanced agility capacity

Acrobatics, Aerobics, American Football, Artistic gymnastics, Australian Rules,Badminton, Basketball, Field hockey, Football, Futsal, Gaelic football, In-line

hockey, Netball, Oztag, Rugby League, Rugby Union, Squash, Tennis, Touch,Ultimate disc, Volleyball

Sit-and-reach test

Enhanced flexibility capacity

Artistic gymnastics, Circus arts, Classical ballet, Creative dance, Diving, Jazzballet, Rock climbing, Synchronised swimming, Trampolining, Wrestling

Stork stand test

Enhanced balance capacity

Artistic gymnastics, Circus arts, Classical ballet, Creative dance, Diving, Jazzballet, Rhythmic sportive gymnastics, Rock climbing, Sailing, Skateboarding,Surfboard riding, Waterskiing

Al ternate hand wall toss test

Enhanced coordinationcapacity

Australian Rules, Badminton, Baseball, Basketball, Circus arts, Cricket, Fencing,

Field hockey, In-line hockey, Netball, Racquetball, Rhythmic sportive gymnastics,Softball, Squash, Table tennis, Team (European) handball, Tennis, Ultimate disc,Volleyball, Water polo

Reaction time test

Enhanced reaction timecapacity

Badminton, Baseball, Circus arts, Cricket, Futsal, Judo, Karate, Racquetball,Table tennis, Team (European) handball, Tennis

Body mass

Lighter individuals: Acrobatics, Aerobics, Artistic gymnastics, Diving, Rhythmic sportive gymnastics,Synchronised swimming, Trampolining

Heavier individuals: American Football, Athletics — throwing events, Badminton, Rugby League,Rugby Union, Weightlifting, Wrestling

Height

Taller individuals: Athletics — high jump, Australian Rules, Badminton, Basketball, Canoe polo,Canoeing, Fencing, Golf, Rock climbing, Rowing, Tennis, Volleyball

Shorter individuals: Acrobatics, Artistic gymnastics, Diving, Judo, Rhythmic sportive, gymnastics,Skateboarding, Surfboard riding, Waterskiing, Weightlifting, Wrestling

Arm span

Larger arm span:

Basketball, Beach volleyball, Billiards, Canoe polo, Canoeing, Fencing, Golf,Karate, Netball, Rock climbing, Rowing, Sailing, Snooker, Squash, Surfboardriding, Swimming, Table tennis, Tennis, Ultimate disc, Volleyball

ACTIVITY – My performance capacit ies

1 Rank your performance capacities from best to worst.2 Examine those performance capacities near the bottom of your list. Describe some of the everyday activities you may

struggle to perform when your levels in these performance capacities are lower. For example, lower muscular strengthmay mean you will find it hard to carry your school bag, the groceries or a washing basket.

3 Write a paragraph that outlines what you discovered about your fitness from your performance capacity testing.

CHECK IT OUT

For more information on fitness, training and over 100 fitness tests for specific areas of the body, visit:www.brianmac.co.uk. Read some of the many fitness and sport related articles or click on the link to ‘PerformanceEvaluation Tests’.

04d fitness workbook

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