SHAPE ​America Appropriate Practices

  • 1.6.2 Lessons/activities are adapted for overweight students (e.g., distance and pace runs are made more appropriate). Students are encouraged to undertake appropriate levels of activity for their own improvement.
  • ​3.4.1 Health-related components provide the focus for fitness activities. Skill related components of fitness are emphasized in their relation to skill development.​
  • 3.4.2 The physical educator helps students interpret and use assessment data to set goals and to develop a lifelong fitness plan.
  • 4.3.1 Physical educators use fitness assessment as part of the ongoing process of helping students understand, enjoy, improve and/or maintain their physical fitness and well-being (e.g., students set goals for improvement that are revisited during the school year), not for grading.
  • 4.3.2 As part of an ongoing physical education program, students are prepared physically in each fitness component so that they can complete the assessments safely.
  • 4.4.1 Physical educators make every effort to create testing situations that are private, nonthreatening, educational and encouraging.
  • 4.4.2 Physical educators encourage students to avoid comparisons with others and, instead, use the results as a catalyst for personal improvement.
  • 4.5.1 Test results are shared privately with students and their parents/ guardians as a tool for developing personal goals and strategies.

​Additional Appropriate Practices

  • Demonstrate the right way and the wrong way for each test.
  • Provide students with practice opportunities for each test and reflect on form.
  • Use the class results to modify the curriculum as needed.