Fitnessgram Guidelines and Resources

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QUALITY PHYSICAL EDUCATION ADVOCACY

EFFECTIVE TEACHING STRATEGIES

TEACHing tools and RESOURCES

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.