Fitness Skills: Balance/Dynamic Stability · Fitness Skills: Balance/Dynamic Stability Objective: To assess student ability to consistently maintain a state of balance while changing

Passport for Life is a program of

GRADES

10-12

1

Fitness Skills: Balance/Dynamic StabilityObjective: To assess student ability to consistently maintain a state of balance while changing direction with speed. The comparison of clockwise and counter-clockwise trials can reveal imbalances between the right and left movement skills.

Rationale: The ability to move in multiple directions while maintaining balance and control is necessary for effective participation in many physical activity pursuits. In addition, this skill allows for development of more complex movements.

Set-Up: Create a hexagon by taping six 60.5 cm sides in 120 degree angles. Create 5 hexagon testing sites plus one made out of folded mats instead of tape. The diagram below will accommodate 10 students. In partners, one student (T1, T2, etc.) will perform the task while the other (O1, O2, etc.) observes.

Note: An alternative to taping the hexagon is to place one piece of 60.5 cm floor tape on the floor, and place six smaller pieces of tape around this line measured 45 cm away (i.e. two pieces of tape in front of the line, two behind the line and one on both sides of the line).

EQUIPMENT: You will need the following equipment for each group of five students.

gym-friendly tape to lay out hexagons (60.5 cm sides, 120 degree angles)

1 clipboard

5 observers 1 pencil

1 stopwatch 1 assessment recording form

Facing

60.5 cm

60.5 cm

60.5 cm 60.5 cm

60.5 cm60.5 cm

Observers


GRADES

10-12

2

Instructions:

The student will rapidly complete sequences of jumps, out of and back into the hexagon. The teacher determines the direction of the jumps for each of the 2 trials.

1. The student begins in the centre of the hexagon facing forward.

2. The teacher identifies which way the student will be testing first (clockwise or counter-clockwise).

3. On teacher prompt, the student jumps over the tape to the front side (1) of the hexagon, landing on both feet. The student rapidly jumps over the same line to return to the centre, landing on both feet.

4. Always facing forward the student travels as quickly as possible over the next sequential side and returns to the centre of the hexagon, landing on both feet throughout the sequence.

5. The student continues the pattern in the same direction once, without stopping.

6. The student has completed the trial once all the jumps of the hexagon are completed and the student has returned to the starting position.

7. Each student performs the assessment in both directions – clockwise and counter-clockwise – for a total of 2 sequences.

8. Provide 60 seconds rest between directional trials.

Note: The comparison of clockwise and counter-clockwise trials can reveal imbalances between the right and left movement skills.

Start

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4

5

6


GRADES

10-12

3

SUGGESTED EQUIPMENT:

6 folded gymnastics mats

Accommodation Options for Students with a Disability:

Set-Up: Place a folder gymnastics mat on each side of the hexagon.

Instructions:

The student will rapidly complete sequences of moving out of and back into the hexagon.

1. The student begins in the centre of the hexagon facing forward.

2. The teacher identifies which way the student will be testing first (clockwise or counter-clockwise).

3. On teacher prompt, the student moves up onto the mat with both feet to the front side (1) of the

hexagon, landing centred. The student rapidly moves off of the same mat to return to the centre,

landing centred.

4. Always facing forward the student will complete sequences of movements, out of and back into

the hexagon.

5. The student continues the pattern in the same direction once, without stopping.

6. The student has completed the trial once all the jumps of the hexagon are completed and the student has returned to the starting position.

7. Each student performs the assessment in both directions – clockwise and counter-clockwise – for a total of 2 sequences.

8. Provide 60 seconds rest between directional trials.


GRADES

10-12

4

Additional Accommodation Options:Motor• Tape the hexagon near a wall for support.• Partners face students and hold out their arms for support.• Move in a scooting or crawling position.

Sensory• Provide verbal feedback to communicate when the student has jumped to the lines of the hexagon.• Initially guide students to feel each direction that they need to move and then have them perform the task without a visual reference to follow.

Behavioural and/or Intellectual• Partners give verbal cues for timing and use tape or coloured/numbered agility dots as markers.• Partner move around the hexagon to demonstrate where to go next.

Assessment:Observers look for the following:• proper direction and sequencing (returning to centre after each jump)• jumps without landing on the line markings, moves up onto mat without touching edge • balanced, stable movement pattern

The student has one practice trial and then completes the assessment two times - once clockwise and once counter-clockwise. Provide 60 seconds rest between directional trials. Use the teacher rubric to determine the level the student achieves in each trial. On the recording form, record the trial results in each column and the better trial in the rating column.


GRADES

10-12

5

Mature jumping/movement* pattern includes quick extension and flexion of hips, knees and ankles (3 – 6 cm off ground) while maintaining chest, knees and toe alignment.

TEACHER RUBRIC

Grades 10-12 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDBalance Falls down anytime

Does not exhibit proper sequencing

Major body/foot adjustments (intermittent jumps, major lower and upper body sway) or continuous movement to achieve a balanced landing

Mature jumping/movement* pattern not evident as movement is slow

Uses proper sequences but pauses during jump transition

Minor body/foot adjustments (minor lower and upper body sway to stabilize)

Mature jumping/movement* pattern is developing as movement approaching jogging speed

Proper sequencing with no adjustments of upper and lower body during transitions

Achieves proper body/foot alignment and control, but heavy landing

Mature jumping/movement* pattern is evident as movement is jog speed or higher

Demonstrates a fluid and efficient jumping sequencing throughout movement

Achieves proper body/foot alignment and control with soft, balanced landing

Mature jumping/movement* pattern is evident as movement is rapid and explosive


1

GRADES

10-12

Fitness Skills: Core StrengthObjective: To assess the students’ ability to use their core muscles (i.e., abdominals, lower back, hip) to maintain a static position.

Rationale: The ability to maintain a stable core allows for transfer of power/strength in order to perform tasks/activities efficiently and effectively.

Set-Up: Place the 5 mats in a formation suitable for two students to share a mat (with their hands and elbows on the mat and their feet on the floor). Place the students in alphabetical order (as listed on your recording form) in a rectangular formation around the mat(s). With this set-up, all students start and finish at the same time regardless of their fitness level.

Instructions:At the same time, each student in the group of ten will perform a plank, a three-point plank, or a two-point plank, holding the static position for 60 seconds. Students select the type of plank position. Note that the level chosen does not affect the overall assessment level for the student. Complexity of movement is variable, based on student choice. Students should maintain this static position for 60 seconds.

PlankLevel of difficulty: low

• Students should start in a “table top” position (i.e., elbows under the shoulders, knees under the hips), so that their hands and elbows are on the mat and their knees are on the floor. The students’ hands should not be clasped together to form a triangular base.• Prompt the students to start in a table top position. Students should then extend one leg and then the other leg to assume the elbow bridge position.

EQUIPMENT: You will need the following equipment for each group of ten students.

5 gymnastics mat(s) (1.22 m x 2.4 m) 1 clipboard

1 stopwatch 1 pencil

1 assessment recording form

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2

GRADES

10-12

3 Point Plank – Arm or Foot RaisedLevel of difficulty: medium

• Use the same initial set-up as Plank.• Students then extend one arm or foot parallel to the floor and fully extended.• Trial begins when the arm or foot is fully extended and parallel to the floor.

2pt. Plank – Opposite Arm and FootLevel of difficulty: high• Use the same initial set up as Plank.• Students then extend one foot parallel to the floor and fully extended.• Students then extend the opposite arm parallel to the floor and fully extended.• Trial begins when both limbs are fully extended and parallel to the floor.

Note: For safety purposes, be attentive of any torso rotation that may occur if students choose the medium or high level of difficulty. Students’ torsos should remain parallel to the floor and should not twist. If a torso rotation is detected, ask the student to transition to the low level of difficulty.

Complete the assessment twice. Students may switch their level of difficulty between trial one and trial two, but not during the trials. Score students according to their better performance at a given level.

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3

GRADES

10-12


SUGGESTED EQUIPMENT

ball (i.e., basketball, soccer ball, utility ball) - provide choice of different sized, coloured, or textured balls

resistance band

arm weights

Set-Up: Place the mat(s) on the ground in the area you will complete the assessment.

Instructions:There are two levels of difficulty.

Level of Difficulty: LowStudents start by lying on their stomachs with a ball in front of them. Students hold the ball and raise their arms to a position they can hold steady for 60 seconds while raising their legs slightly off the ground as well.

Level of Difficulty: MediumHold the same position as above while raising legs as high as they can at the same time.

Complete the assessment twice. Students may switch their level of difficulty between trial one and trial two, but not during the trials. Score students according to their better performance at a given level.


4

GRADES

10-12

Additional Accommodation Options:Motor• Students lie on their back and raise their legs with the ball resting on their core. • Students hold a ball overhead (or a ball in each hand) with their arms in a V shape.• Students arm weights and hold their hands overhead. • Students pull resistance bands overhead and hold the position.

Sensory • In a plank position, place a ball on the students’ back to demonstrate correct positioning.

Behavioural and/or Intellectual • Model the activity first.

Assessment:Observers should scan their group and look for indicators of fatigue - such as sagging in the lower back, raised buttocks, bridging of the back, major torso twists, drops to the ground or any major movement to secure the original position. Mark an X in the trial column on the recording form for each observed movement the student makes.

Complete the assessment twice. Allow 60 seconds between trials. Use the teacher rubric to determine the level the student achieves in each trial. On the recording form, record the results and level of difficulty of each trial. Then record the level of the better trial in the rating column.

On your prompt, students maintain the position for as long as possible without the following occurring:

• sagging in the lower back or lowering arms/legs • bridging of the back• raising the buttocks or dropping the ball • major torso twists• any major movement to secure original position • dropping to the ground

TEACHER RUBRIC

Grades 10-12 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDCore Strength Uses more than

1 rest interval or adjustment to maintain the proper position for the allotted time

Uses 1 rest interval or adjustment to maintain the proper position for the allotted time

Maintains the proper position for 60 seconds

Maintains the proper position for 2 consecutive trials


GRADES

10-12

1

Fitness Skills: Aerobic/Cardiovascular EnduranceObjective: To assess the ability to exercise at a vigorous intensity continuously for the allotted time without showing indications of fatigue.

Rationale: The ability to resist the onset of fatigue while performing complex upper and lower body tasks is an indicator of physical fitness. Physical fitness supports lifelong physical activity.

Set-Up: Set up three circuits on a badminton court (see the diagram). Allow 2–3 metres between each station. Each badminton court will accommodate a maximum of 12 students. Place the students in alphabetical order (as listed on your recording form). This order will make it easier to scan the room and record the students’ results. Place one student at each station. Remind students that when they hear the prompt to move to the next station, they begin the new activity at once and not wait for an additional prompt. With this set-up, all students start and finish at the same time regardless of their fitness level.

EQUIPMENT: You will need the following equipment to set up three circuits.

3 sets of 3 pylons to mark Cone Carousel (60 cm x 60 cm x 60 cm)

1 pencil

3 agility ladders 1 stopwatch

gym-friendly tape to mark area between stations

1 assessment recording form

1 clipboard

Badminton Court

agility ladders

cones

Station 1:Agility Ladder

Station 2:Mountain Climbers

Station 3:Cone Carousel

Station 4:Raised Arm Split Jumps

2-3 metres

2-3 metres

2-3 metres

X

XX


GRADES

10-12

2

Instructions:Students rotate through a 4-station circuit, with 30 seconds per station, for at least 12 minutes.

1. On the start signal, students perform the activity at their station for 30 seconds.

2. On the prompt, “Change,” the students run to the next station and continue at that station for 30 seconds.

3. During transitions between stations, observers should note whether the students walk or pause briefly to rest before starting their next station—these are indicators of fatigue.

4. All students try to complete a minimum of 12 minutes (6 rotations) and maximum of 14 minutes (7 rotations) in the circuit.

5. Record observed indicators of fatigue on the Assessment Recording Form every 30 seconds.

6. Initially, it is recommended to assess only eight students at the same time. This would correspond to setting up two lanes of circuits with four students per lane. Progress to three full lanes after necessary experience and comfort is achieved.

Note: The students must maintain motion at each circuit and between each station change. Encourage students to move from station to station quickly.

Station 1: Agility Ladder

1. Students move in a hopscotch pattern (two-foot hop in first square, two feet straddling the ladder, two-foot hop into the second square, two feet straddling the ladder, etc.).

2. Continue the pattern up the ladder and then turn and go back using the same pattern.

3. Students continue for 30 seconds.

Observers look for the following: • inability to maintain their pace, • loss of technique by stumbling in the ladder • pause(s) to rest

Note: If your school does not have access to an agility ladder, students can use the same footwork pattern along the sideline of a badminton court or a 4.5-metre line (e.g., two feet straddling the line, to two feet on the line)


GRADES

10-12

3

Station 2: Mountain Climbers

1. Students start in the hand-plank position (see illustration below).

2. Maintaining good core stability, the students flex one knee towards the chest, then rapidly extend that knee and simultaneously flex the opposite knee towards the chest.

3. Students perform this continuously, alternating legs, for 30 seconds.

Note: Remind students to maintain a stable core; therefore, knee heights will vary. Students should have a slight flexion in the elbows during motion of legs to absorb force. The observer looks for indicators of fatigue.

Observers look for the following: • inability to maintain pace • inability to maintain a parallel body position • pause(s) to rest

Station 3: Cone Carousel

1. Students begin at the first of the three pylons facing forward in the direction of travel (see diagram below).

2. Students move forward quickly to the second pylon, shuffle quickly to the third pylon, then backpedal quickly to the first pylon.

3. Students repeat for 30 seconds.

Note: Remind students to maintain proper body position by always having head and chest up with shoulders/hips facing forward direction – there should be no significant turning of the hips. Students may choose clockwise or counter clockwise direction – but should continue in same direction for the duration of the station. The observer looks for indicators of fatigue.

Observers look for the following: • inability to maintain the pace • excessive turning during transitions

• pause(s) to rest • constantly running into cones


GRADES

10-12

4

Station 4: Raised Arm Split Jumps

1. From a standing position, students begin with feet parallel and shoulder width apart and with their arms raised above their head.

4. On the teacher’s signal, in one fluid motion, students jump split their feet, placing one foot on either side of the badminton end line while keeping their hands above their head, and immediately return to the start position with feet parallel.

5. Without pause, the students jump split again, placing their other foot forward while keeping their hands above their head.

6. Students continue for 30 seconds.

Note: Students should flex knees on landing and extend on takeoff, full extension of arms with medicine ball/ball above head.

Observers look for the following:• inability to maintain their pace • incorrect jump pattern – feet not returning to parallel• pause(s) to rest • dropping arms from above head• inability to straddle line on split jump


GRADES

10-12

5


Set-Up: Each student should have a partner for support (verbal and physical as needed) Place one pair of students at each station to a maximum of four performing students per circuit (with their partners). Place tactile lines* over the badminton end lines for station 4.

*Tactile lines are created by taping a rope along the line that students use as boundaries. This allows students with a visual impairment to be able to feel the raised line if they cannot see it. It is important to tape the rope securely for safety (i.e., tape should run along top of the rope the entire length.

Instructions:1. Model each activity for the students.2. On your start signal, use both a visual and auditory cue such as hold a hand in the air at the same time you blow a whistle to motion ‘start’; this prompts the students to begin performing the activity at their station for 30 seconds. 3. When you prompt "Change," after the 30 seconds is up, continue to use the same visual and auditory cue.

SUGGESTED EQUIPMENT

3 balls (e.g., soccer, basketball, volleyball) - provide choice of different sized, coloured, or textured balls

3 upside-down flying discs or ring for ball placement

Two skipping ropes (to create *tacticle lines) 4 pylons

Weighted ball


GRADES

10-12

6

Additional Accommodation Options:Motor• Set up 4 pylons 1 m apart. Students must weave (or wheel) in and out of the pylons, back and forth for

30 seconds.

Sensory• Tape the agility ladder to the floor and allow students to feel it under their feet.

Behavioural and/or Intellectual• Partners can give verbal cues such as “in…out…” to help the student keep pace.• Have students practice in slow motion before trying it at a fast pace.• Stay within one section of the agility ladder and jump in and out of the same section.

Station 2: Leg Ups1. Students lie on their back with their legs and arms extended.

2. Students bring one knee up to their chest as far as they can.

3. Students rapidly extends the same leg while bringing the other knee up to the chest at the same time.

4. Students continue this motion alternating legs for 30 seconds

Station 1: Agility Ladder

This option needs to be completed using painted lines on the gym floor, not an agility ladder.

1. Students work in partners and partners move beside the student completing the assessment to support with balance.

2. Students start in a seated or kneeling position on the floor. They will move their hands in a hopscotch pattern.

3. If on the floor, the student scoots their knees or body forward across the floor (two-hand scoot on the line, two hands straddling the line, etc.) up and then back down the line.

4. Continue for 30 seconds. The observer is looking to see if students are unable to maintain their pace, pause to rest or lose their technique by stumbling in the ladder - indicators of fatigue.


GRADES

10-12

7

Station 3: Cone Carousel

1. Students begin at the first of the three pylons facing forward in the direction of travel (see diagram below). Partners stand nearby to give feedback and encouragement – for example, letting their partner know if they have not reached the pylon.

2. Students move forward quickly to the second pylon, shuffle quickly to the third pylon, then backpedal quickly to the first pylon. Students can choose the type of locomotion they use (e.g., instead of moving forward or backwards, they may choose to side shuffle for two sides of the carousel).

3. Students should still move continuously around the pylons as quickly as possible.

Observers are looking to see if students are unable to maintain their pace, pause to rest or unable to reach each corner – signs of fatigue.

Observers look for the following: • inability to maintain pace • inability to raise knee to same distance

• pause(s) to rest

Additional Accommodation Options:Motor• Students throw a weighted ball back and forth with a partner.• Students work with a partner to perform a leg press or rowing motion.• Student raises or lowers an object using their arms or legs as quickly as possible.

Sensory• Partners provide more feedback to let students know where they are spatially.• Partners sit in a chair near students' feet. Partners extend their hands as targets for students to kick

using a left, right pattern.

Behavioural and/or Intellectual• Partners give verbal cues for timing.• Partners hold a target for students to tap with their knees (e.g., a flying disk).


GRADES

10-12

8

Station 4: Moving Punches

1. Partners stand beside students to offer encouragement and physical support if the student.

2. Students start at one tactile line and move forward to the next line while moving their arms in a punching motion.

3. When they reach the opposite line, students bend down and touch the floor and then stand up and go back tothe first line using the punching motion.

4. Continue for 30 seconds.

Observers are looking to see if partners are unable to maintain their pace or pause to rest.

Additional Accommodation Options:Motor• Move the pylons near a wall for support.• Partners provide support to complete the station.• Move around in a scooting or crawling position.

Sensory• Provide verbal feedback to communicate as students approach a pylon.• Students count the number of steps forward, sideways and backwards rather than using pylons.

Behavioural and/or Intellectual• Partners give verbal cues for timing and use tape or coloured/numbered agility dots as markers on the floor for positioning.• Partner moves to the next corner as a cue.


GRADES

10-12

9

Record observed indicators of fatigue on the assessment recording form every 30 seconds. Mark every observed indicator of fatigue with an X in the column. Use the teacher rubric to determine the level the student achieves and record this information in the rating column.

Additional Accommodation Options:Motor• Use a partner or wall for support.• Partners face students and hold out their arms for support.• From a kneeling position students can walk their hands over the line, do a push up and walk their

hands back.

Sensory• Provide verbal feedback to communicate as the student approaches the line.• Use a wall or partner for stability.•

Behavioural and/or Intellectual• Partners give verbal cues for timing and use tape or coloured/numered ability dots as markers on the floor for positioning.

Assessment:Observers should scan their group by circulating between the station lines. Observers are looking for indicators of fatigue. For example:

• slowing locomotion (such as to a walking pace) when changing stations • slowing the pace at any station • pausing for a rest • stopping during any of the activities• falling into cones or knocking cones over during Cone Carousel• stumbling or walking in the Agility Ladder• repetitive footwork pattern mistakes• dropping arms from above head during Raised Arm Split Jumps• lack of parallel body position during Mountain Climbers


GRADES

10-12

10

TEACHER RUBRIC

Grades 10-12 EMERGING DEVELOPING ACQUIRED ACCOMPLISHEDAerobic/Cardiovascular Endurance

Demonstrates more than 3 indicators of fatigue, to engage in moderate-to-vigorous physical activity for less than 10 minutes

Demonstrates 2–3 indicators of fatigue, to engage in moderate-to-vigorous physical activity for 10 minutes

Engages in vigorous physical activity continuously (no indicators of fatigue) for 12 minutes

Engages in vigorous physical activity continuously for 14 minutes

Fitness Skills: Balance/Dynamic Stability · Fitness Skills: Balance/Dynamic Stability Objective: To assess student ability to consistently maintain a state of balance while changing

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