Unit 6: Fitness testing for sport and exercise - Pearson Schools

[4] 

BTEC Business ADR 

6 

Fitness testing for sport and exercise 

Unit overview 

The purpose of this unit is to introduce students to the concepts of fitness 

testing and health screening. It is paramount the students develop the skills 

and experience which will allow them to carry out fitness tests. You will need 

to expose them to a variety of fitness tests to enhance their practical 

awareness. In addition they will also develop the skills and knowledge which 

will allow them to analyse test results. They will be expected to give feedback 

to the individuals based on results, which will concentrate on strengths and 

areas for improvement. They will also explore the practice health screening 

and how it relates to fitness testing. Finally they will also have the opportunity 

to investigate health screening and consider such topics as health screening 

questionnaires. 

Learning outcomes 

On completion of this unit students should be able to: 

6.1 Understand a range of laboratory-based and field-based fitness tests 

6.2 Understand the practice of health screening 

6.3 Prepare for and conduct appropriate fitness tests 

6.4 Analyse the results of fitness tests. 

PowerPoint slides on the CD-ROM provide further material for delivering the learning outcomes. The slides are not 

exhaustive but give important guidelines for learning points. 

How this unit will be assessed 

This unit is assessed internally. To achieve a Pass grade students will need to: 

P1 describe one test for each component of physical fitness, including advantages and disadvantages 

P2 prepare an appropriate health screening questionnaire 

P3 devise and use appropriate health screening procedures for two contrasting individuals 

P4 safely administer and interpret the results of four health monitoring tests for two contrasting individuals 

P5 select and safely administer six different fitness tests for a selected individual, recording the findings 

P6 give feedback to a selected individual following fitness testing, describing the test results and interpreting their 

levels of fitness against normative data. 

In addition to this, to gain a Merit students will need to: 

M1 explain the advantages and disadvantages of one fitness test for each component of physical fitness 

M2 describe the strengths and areas for improvement for two contrasting individuals using information from health 

screening questionnaires and health monitoring tests 

M3 justify the selection of fitness tests, commentating on suitability, reliability, validity and practicality 

M4 compare the fitness test results to normative data and identify strengths and areas for improvement. 

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 6: Fitness testing for sport and exercise 

In addition to this, to gain a Distinction students will need to: 

D1 evaluate the health screening questionnaires and health monitoring test results and provide recommendations for 

lifestyle improvement 

D2 analyse the fitness test results and provide recommendations for appropriate future activities or training. 

Suggested activities 

The at-a-glance grid on page 0 shows how the activities in the tutor pack relate to the content of the unit. You can 

encourage students to achieve higher grades by alerting them to the full assessment criteria in the unit specification 

for Merit and Distinction grades and by encouraging them to use analytical and evaluation skills during the activities. 

The Student Book contains a number of activities designed to increase the learner’s knowledge and practise their 

research skills. 

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [5]

[6] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 

Scheme of work 

BTEC National Sport 

Unit 6 Fitness testing for sport and exercise Academic year: ....................................................................... 

Broad aim: Successful completion of the unit Number of weeks: 20 

Teacher(s): ....................................................................... Duration of session: ............................................................... 

SB = Student Book Guided learning hours: .......................................................... 

ADR = Assessment and Delivery Resource 

Week Outcome/topic Tutor preparation Student activity Resources Links 

1 Introduction to the unit, assessment 

procedure, learning outcomes, health 

and fitness defined 

2 Concepts of fitness tests/ difference 

between laboratory and field based 

tests 

Flexibility defined, explained, tests, 

units of measurements, sporting and 

lifestyle examples 

3 Strength defined, explained, tests, 



Aerobic endurance – defined, 

explained, tests, units of 

measurements, sporting and lifestyle 

examples 

4 Aerobic endurance – defined, 


measurements, sporting and lifestyle 

examples 

5 Speed – defined, explained, tests, 



• Describing unit requirements 

• Defining key terms 

• Promoting discussion 

• Setting out unit requirements 

• Delivering PowerPoint presentation 

• Q and A 

• Producing list on board 


• Facilitating students’ research skills 

and aiding problem-solving when 

required 




required 




required 

• Arranging visit and monitor of 

health and safety whilst on visit 

• Defining key terms, maintaining 

health and safety 

• Facilitating with data analysis 

• Note-taking 

• Problem-solving 

• Discussion 

• Self-evaluation 



• Research 


• Descriptive work on tests 

• Analysis of tests 


• Discussing 

• Researching 

• Researching 


• Application of knowledge 

• Visit to local facility to view 

assessment of aerobic 

endurance. Can also link into 

health screening. 

• Practical activity 

• Results recording 

• Data analysis 

• ADR p 00, 6.7 Introductory 

activity 

• SB p 2, activities 


activity 

• ADR PowerPoint presentation 

• ADR p 00, 6.2 Worksheet 

• SB p 4, paired activity 

• SB p 5, Think it over 

• SB p 7, Extension activity 


• SB p 9, Case study 

P1, M1 

P1, M1 

P1, M1 

P1, M1 

• Sports facility P1, M1 

• SB p 11, Practical activity 

• Sports hall, stopwatch and 

cones 

P1, M1 

BTEC National Sport Assessment and Delivery Resource

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [7] 

Unit 6 Fitness testing for sport and exercise 


5 Power – defined, explained, tests, 



6 Muscular endurance – press and situp 

test 

Body composition – defined, 


measurement, sporting and lifestyle 

examples 

7 Advantages and disadvantages of 

tests – cost, time and equipment 

required 

Advantages and disadvantages of 

tests – facility requirements, skill level 

of person carrying out test 

• Defining parameters for 

presentations on power 

• Providing students with appropriate 

stationery 

• Arranging visit and worksheet to 

gather information from health 

nurse 

• Research 

• Student-led presentations on 

power topics (see second 

column) 

• Poster production 

• Research 


• Listening to and Q and A 

session with guest speaker – 

health nurse discussing body 

composition testing 

• Facilitating student presentations • Producing presentations for 

assessment practice 

• Identifying some advantages and 

disadvantages through lecture 

8 Issues with validity • Aiding problem-solving and 

facilitating discussion if required 

Issues with reliability • Facilitating research skills for key 

information from fact sheet 

9 Health screening questionnaires • Brief introduction to health 

screening questionnaires 

Client consultation, questioning, 

listening and non-verbal 

communication 

10* Client confidentiality, informed 

consent, CHD risk factors and medical 

referral 


• Facilitating problem-solving 

• Q and A to simulate answers and 

discussion 


• Research 



• Problem-solving – extended to 

discussion 

• Producing an information fact 

sheet 

• Research 

• Computers P1, M1 

• ADR p 00, 6.4 Poster design P1, M1 

• ADR p 00, 6.5 Research activity 

• Health nurse 

P1, M1 

• SB p 17, Assessment practice P1, M1 



• SB p 20, Activity 

• ADR p 00, 6.3 Case study 


P1, M1 

P1, M1 

• ADR p 00, 6.6 Plenary activity P1, M1 

• Designing health questionnaires • ADR p 00, 6.8 Questionnaire 

design 


• Sample health screening 

questionnaires 

• Thought-showering 


• Discussion 

• Case studies – extend to 

discussion 

P2, P3, 

M2, D1 

• SB p 24, Activity P2, P3, 

M2, D1 

• ADR p 00, 6.9 Case study 


P2, P3, 

M2, D1 

Unit 6: Fitness testing for sport and exercise




10 Health monitoring tests, heart rate and 

blood pressure 

11* Health monitoring tests, lung function, 

waist to hip ratio and body–mass 

index 

12* Aerobic endurance – multi-stage 

fitness test, step test 

Aerobic endurance – maximal 

treadmill protocol 

13* Strength – 1RM, grip dynamometer 

Power – vertical jump 

Muscular endurance – Wingate test, 

sprint tests 

• Maintaining health and safety and 

ensuring the correct protocol is 

adhered to 



adhered to 



adhered to 



adhered to 



adhered to 



adhered to 


• Data generation and 

presentation 

• Results analysis 



presentation 




presentation 




presentation 




presentation 




presentation 


• ADR p 00, 6.10 Research 

activity 



• Heart-rate monitor, 

sphygmomanometer 

• ADR p 00, 6.11 Role-play 

• ADR p 00, 6.12 Plenary activity 

• SB p 28, Assessment practice 



• Peak-flow meter, tape measure 

and weighing scales 


activity 

• MSFT tape or CD, cones, tape 

measure, metronome, 

stopwatch, heart-rate monitor 

and step 

• SB p 00, activity 35 

• Treadmill and stopwatch 

• ADR p 00, 6.14 Practical activity 

• SB p 35, Practical activities 


• Resistance machines, grip 

dynamometer 

• Chalk and tape measure 



• Wingate programme, Monark 

cycle, printer and computer 

P4, M2, 

D1 

P4, M2, 

D1 

P5, M3, 

D2 

P5, M3, 

D2 

P5, M3, 

D2 

P5, M3, 

D2 





14* Muscular endurance – press and situp 

test 

Body composition – skin-fold callipers, 

bioelectrical impedance, 

hydrodensitometry (if available) 

Preparation for tests – selection of 

tests, reliability and validity (revisited), 

practicality of tests 



adhered to 


• Lecture on validity and reliability 

Pre-test procedures • Providing poster stationery 

• Facilitating list 

15 Purpose of tests (revisited) – identify 

components of fitness, give a 

benchmark, allow a more specific 

programme to be written, education 

about health and fitness 

Conduct – test sequence, and test 

protocols 

16* Conduct – health and safety, reasons 

to terminate a test and recording test 

results 

Normative data – population norms 

and norms for sports performers 

17* Normative data – norms for elite 

athletes and accepted health ranges 

• PowerPoint presentation 

• Worksheets with sporting examples 

• Brief lecture on physiological 

factors affecting testing 



adhered to 

• Facilitating group discussion 

• Providing normative data tables 



presentation 


• Producing summary sheets of 

reliability and validity of fitness 

test 



• Producing check list of pre-test 

procedures on poster 


• Completing worksheets 

• Group discussion 

• Case study 

• Research 


• Practical fitness testing for 

assessment practice 

• Group discussion 

• Analysis of normative data 

tables 

• Lecture on health ranges • Review of health ranges 

• Discussion on importance of 

normative data for elite level 

athletes 

Feedback – verbal • Lecture on key principles of verbal 

feedback 

• Role-play to improve verbal 

feedback 




• Stopwatch, exercise mats, skinfold 

callipers and bioelectrical 

impedance machine 

• Protocol sheets (typed sheets 

giving details on equipment, 

methods, calculations required, 

dimensions of testing area, units 

of measurement, etc.) 

• ADR p 00, 6.18 Plenary activity 



activity 



activity 

P5, M3, 

D2 

P5, M3, 

D2 

P5, M3, 

D2 

M3, D2 

M3, D2 

P5, M3, 

D2 

P6, M4, 

D2 

P6, M4, 

D2 

P6, M4, 

D2 





18 Feedback – written • Lecture on key principles of written 

feedback 

Feedback – tests carried out, test 

results, levels of fitness 

19 Feedback – strengths and areas for 

improvement, recommendations 

20 Unit evaluation, review of key ideas 

and learning outcomes 

* Weeks where you will need relevant normative data sheets 

• Facilitating problem-solving and 

research 

• Individual support on providing 

feedback based on fitness tests 

• Q and A for unit review, answering 

of knowledge check 




• Research 



• Assessment practice – feedback 

• Reviewing unit and performing 

knowledge check 

• ADR p 00, 6.20 Case study P6, M4, 

D2 


activity 


• ADR p 00, 6.23 Problemsolving 



• Unit review form 

• SB p 54, Knowledge check 

P6, M4, 

D2 

P6, M4, 

D2 



At-a-glance activity grid 

Unit 6 Fitness testing in sport and exercise 

Activity Title and 

description 

Scheme 

of work 

ADR page 

number/CD 

Delivery notes Extra resources Links to 

grading 

criteria 

Links to 

textbook 

Outcome 6.1 Understand a range of laboratory-based and field-based tests 

Section 1 of this unit in the student book outlines the key fitness tests that can be used to assess the individual’s fitness level. The protocols are described for the laboratory and 

field based tests in conjunction with normative data where available. Discussion is also centred on the advantages and disadvantages of these tests around key issues such as 

validity and reliability. 

6.1 Introductory 

activity – the 

role of fitness 

tests 

6.2 Worksheet – 

fitness tests 

explored 

6.3 Case study – 

validity and 

reliability of 

fitness tests 

6.4 Poster 

design – the 

press and sit 

up test 

Week 2 The aim of the introductory activity is two fold. Firstly you can 

introduce the concept of fitness testing to help students but also 

secondly have a pre-learning knowledge check. This will enable you 

to check their prior knowledge; they should be able to draw on their 

personal experience. The more able students should be able to list 

the reasons that illustrate their knowledge, for example, for 

selection purposes to training squads. 

Week 2 This worksheet is designed with differentiation in mind for your 

range of students. Less knowledgeable students can give 

themselves an introduction to fitness testing, whereas other 

students can be extended by looking at the protocols of testing and 

advantages and disadvantages of testing. This worksheet should 

give you a good understanding of any student who requires extra 

support. 

Week 8 Based on experience you should be aware that validity and 

reliability are difficult concepts for some students to grasp 

immediately. Therefore there should be a session prior to this, 

which introduces the students to these terms before they are 

expected to apply them to specific tests. In terms of feedback to the 

students based on their answers this may also form a significant 

part of a lesson. 

Week 6 This poster can be used as an icebreaker within the group to match 

students up with other group members. You can extend the task by 

getting the more able students to look at the advantages and 

disadvantages of these tests. 

Whiteboard, flip 

chart paper and 

pens 

Computers / access 

to learning resource 

centre 

P1 

P1, M1 

Computers P1, M1 

A2 poster paper, 

highlighter pens, 

glue, scissors plus 

other stationary 

equipment, 

computers 

P1 




description 

6.5 Research 

activity - 

extending 

your 

knowledge of 

fitness tests 

6.6 Plenary 

activity – 

pulling it all 

together 

Scheme 

of work 

ADR page 

number/CD 


grading 

criteria 

Week 6 This task can be used to stretch the knowledge of the more able 

students as they will be gaining a wider knowledge of the fitness 

tests. 

Week 8 This task is good for promoting teamwork with the group. The 

booklet produced can become a central learning document with the 

unit. If you have weaker students you can team them up with more 

knowledgeable students who can support them with the more 

difficult issues. 



centre 



centre and 

photocopying 

Outcome 6.2 Understand the practice of health screening 

Section 2 gives the student the opportunity to explore the practice of health screening including key components such as questionnaires and client consultation. Important 

factors related to client communication are covered in terms of questioning, listening and non verbal communication. Students will also be expected to take a hands-on 

approach to health monitoring tests, for example, blood pressure and lung function. 


activity – 

difference 

between 

health and 

fitness 

6.8 Questionnair 

e design – 

Constructing 

a healthscreening 

questionnaire 

6.9 Research 

activity – The 

importance of 

health 

monitoring 

tests 

6.10 Case study – 

The medical 

referral 

scheme 

Week 1 This task is designed to raise awareness between health and 

fitness. The more able students can be extended by asking them to 

explain why factors affect health and fitness, for example, smoking, 

They may also want to look for links between factors, for example, 

drinking with dietary problems. 

Week 9 It is paramount that the students are exposed to a variety of health 

related questionnaires to increase their awareness. 

Week 10 The students will probably need some guidance on the areas for 

research – so that their focus remains fairly tight. You can try to 

extend the students’ reading range by getting them to search health 

magazines, newspapers and other health related articles. 

Week 10 You may want to use this case study as a major piece of homework 

used as a learning check. This is because there are a variety of key 

topics covered. 

Whiteboard 

Computers and 

sample 

questionnaires 



centre 

P1 

P1, M1 

P2 

Computers M2 

Links to 

textbook 




description 

6.11 Role-play – 

Health 

screening in 

action 

6.12 Plenary 


key elements 

of health 

screening 

Scheme 

of work 

ADR page 

number/CD 


grading 

criteria 

Week 11 Often students struggle with role-plays due to a lack of confidence 

and practice. If you have students who are unable to use this format 

you can ask them to write the interview down on paper in the form 

of an interview. 

Week 11 This task can be used to check the student’s classroom and 

research notes as they will need to review their previous work. The 

more able students can peer review each other’s to highlight 

strengths and areas for improvement. 

Stadiometer, tape 

measure, weighing 

scales, peak flow 

meter or spirometer, 

heart rate monitor, 

stopwatch and 

sphygmomanometer 



centre 

P4, M2, 

D1 

Links to 

textbook 

Outcome 3. Be able to prepare for, and conduct, appropriate fitness tests 

Within this learning outcome there is a heavy practical emphasis on the learning. The students will be expected to put into practice the knowledge they have gained from 

Learning outcomes 1 and 2. It is important that the students are exposed on a practical level to as many tests as possible whilst supported by appropriate theory linked to how to 

conduct a fitness test. 


activity – 

Putting 

theory into 

practice 

6.14 Practical 

activity – 

Comparison 

between 

upper and 

lower body 

strength 

6.15 

Practical 

activity – 

Comparison 

between 

body weight 

and body 

composition 

Week 12 This introductory activity is designed as a learning check from 

Learning outcome 1 to refresh the student’s knowledge of fitness 

tests. You can extend this by getting the more able students to write 

an equipment list and protocol for the tests they identify. 

Week 13 This practical activity supported by results analysis is designed with 

differentiation in mind. The more able students will be able to tackle 

questions 4 and 5. The less able students may need support on 

producing the graph in respect of plotting and labelling. 

Week 14 The same principles apply for the activity as with 6.14. In addition it 

is vital the students have a quiet room for body composition 

assessment and discussion of the results, which can sometimes be 

a sensitive issue. 


access to key 

textbooks 

Stopwatch, exercise 

mat, room for 

testing, graph paper 

Graph paper, 

weighing scales, 

skin fold 

measurements and 

private room for 

body measuring 

P2, P3, 

P4 

P5, M3 

P5, M4, 

D2 

P5, M4, 

D2 




description 

6.16 Practical 

activity – 

testing for 

speed 

6.17 Research 

activity – 

health and 

safety of 

fitness 

testing 

6.18 Plenary 

activity – 

importance of 

test 

sequence 

Scheme 

of work 

ADR page 

number/CD 


grading 

criteria 

Week 13 You can extend this practical activity by having different testers and 

looking at the reliability of the results. There is also scope to look at 

the correlation between distances for the more able students. 

Week 16 This list can either be done on an individual basis or in small groups 

based on the knowledge and experience of the students. This list 

can become a central document that all students can use in their 

assessments. 

Week 15 This task can be used as either as a discussion task or research 

task for homework for the more able students. To complete this task 

they will need a good level of Exercise Physiology knowledge. You 

may want to link into the physiological units to support their 

learning. 

Stopwatches and 

tape measure 

P5, M4, 

D2 

P5, M4, 

D2 

Links to 

textbook 

Outcome 4. Be able to analyse the results of fitness tests 

In this final outcome of the unit the students will need to complete the evaluation process and analyse fitness testing results. They will be expected to use normative data for the 

specific population and provide feedback to the athlete, client or individual they have tested with consideration of strengths and areas for improvement. 



use of 

normative 

data 

6.20 

Case study – 

verbal and 

written 

feedback 

6.21 Role-play – 

Verbal 

feedback 

about the 

outcomes of 

assessment 

and an 

estimate of 

levels of 

fitness 

Week 16 This discussion can be supported by work performed within 

Learning outcomes 1 and 3. For example, when assessing 

individuals’ fitness levels in the practicals you should highlight 

issues surrounding normative data. 

Week 18 To aid the students with this case study you can give it to them for 

homework so that they bring the information to the session, which 

can lead to a discussion thereby supporting their knowledge. You 

will be able to use this case study for a full session and it covers a 

range of topics and wider issues. 

– – Often students struggle with role-plays due to a lack of confidence 

and practice. If you have students who are unable to use this format 

you can ask them to write the interview down on paper in the form 

of an interview. 


access to learning 

resource centre 

Quiet room for 

feedback session 

M3 

M4, D2 

P6, M4, 

D2 

P6, M4, 

D2 




description 

6.22 

Research 

activity – 

Analysing 

fitness 

results 

6.23 Problem 

solving – 

recommenda 

tions for 

future 

training 

6.24 Plenary – the 

golden rule of 

analysing 

test results 

Scheme 

of work 

ADR page 

number/CD 


grading 

criteria 

Week 18 This activity can be used prior to formative assessment as the 

students can gain confidence in the topic area through practice. 

Week 19 It is important that the students are aware of the difference between 

a fitness test and training method, which this task can help with. 

The more able students can be asked to describe and analyse a 

range of training methods to deepen their knowledge. 

– – The students may not be able to see past the obvious points; 

however, they should consider issues such as data representation 

and analysis. 







Computer and 

classroom notes 

P6, M4, 

D2 

P6, M4, 

D2 

P6, M4, 

D2 

Links to 

textbook 



Lesson plan 

Aims: To introduce students to the concepts of fitness and fitness tests 

Resources: Computer, projector, Worksheet 6.2, computers for student research and with PowerPoint facilities. 

This structure may be spread over a number of lessons as required. 

Objectives 

Students will be able to: 

• Define and explain the term fitness and components 

• Describe what a fitness test is and identify a range of fitness tests 

Timing Stage of Lesson Teacher activity Student activity Differentiation* 

5 mins Introduction Teacher introduces the concept of 

fitness by asking the class what they 

think fitness is – key words and 

concepts. Expand this into group 

discussion. Teacher defines and 

explains the term fitness. 

5 mins Development Introducing the different components 

of fitness (for example, flexibility) 

and their links with different sports. 

Facilitating where required to aid 

student development of group list or 

sporting examples. 

3 mins Development Providing a definition of a fitness 

test and a couple of examples (draw 

on students’ sporting/school 

experience of fitness tests). 

Facilitate discussion. 

Activity A: noting down thoughts and ideas 

about fitness. Group discussion on the 

term fitness. Writing down a definition. 

Activity B: Producing group list on 

whiteboard of the different components of 

fitness. In pairs, for each component 

identify three sports that require an 

element of that component (e.g. 

weightlifting could be an example for 

strength). 

Note-taking 

Activity C: Discussion based on their 

experience 

Easy/medium. All students will be able to give some 

basic ideas regarding fitness, possibly key words or 

concepts; however, they may need to discuss their 

ideas with others to stimulate their thoughts. In 

respect of the discussion they should be 

encouraged to talk about fitness in their chosen 

sport so they can draw on their own experience and 

feel comfortable in doing so. 

Medium. The activity requires some previous 

knowledge or understanding in respect of the 

components of fitness, so the teacher should list 

them on the board to help the less ablestudents. 

They should then at least be able to link the 

components to specific sports, with peer support. 

One way to extend the more able students is to ask 

them to rank the importance of each component for 

their sports. 

Medium/hard. This activity requires both personal 

experience and an understanding of fitness tests. 

Less able students may need some support with 

this as they may need a couple of examples to get 

them started. Differentiation will certainly be by the 

depth of discussion around fitness tests. 



Timing Stage of Lesson Teacher activity Student activity Differentiation* 

25 mins Development Facilitating where required student 

development of ADR Activity 6.2 (list 

of fitness tests and protocols) 

7 mins Review and 

evaluation 

ADR Activity 6.2: Through research 

producing a spider diagram of the possible 

fitness tests (try for ten) they can use for 

assessment work. Describe the protocol 

(method) for three of the tests identified in 

the spider diagram. 

Homework Set homework for next session Analysis of one fitness test, looking at the 

advantages and disadvantages of using it. 

Summarise the students’ findings 

from worksheet 8.6.2, recap 

definition of fitness and the 

components of fitness through Q 

and A. Recap on homework. 

Answering review questions, adding to 

research notes generated in worksheet 

8.6.2, logging down homework. 

Easy/medium/hard – this worksheet allows for clear 

differentiation for the range of students within your 

group. The less able students may need a start in 

producing their spider diagrams and will need links 

to suitable websites or other resources. Through the 

description of the tests they will need to understand 

what is the important information they need to 

include, and which will require most support. The 

most able students should need some guidance in 

completing the final task as this involves a level of 

analysis. 

* Differentiation is by application to discussion and their research skills – less able students should still be able to contribute and the teacher should encourage this, while the more 

able will contribute actively to discussions, giving good justification and reasons behind suggestions and points of view. In terms of the research the less able students will need 

direction to target their research through key information resources. 


[18] 

BTEC National Sport Assessment and Delivery Resource 

6.1 Introductory activity: the role of fitness test 

Student book 

p ? 

There are many reasons why an individual or athlete may use a number of fitness tests. 

In small groups, try to identify six possible reasons for using fitness tests. For example, 

an individual may take a fitness test after recovering from injury. 

Next, with the aid of your tutor, draw up a group list of reasons on the whiteboard or 

flip chart. This list will be a good starting point in terms of understanding the role that 

fitness tests can play in relation to fitness and health. 

6.2 Worksheet – fitness tests explored 

Student book 

p ? 

Activities for Learning outcome 6.1 

Figure 6.1: Cartoon showing athlete running on a treadmill, with oxygen mask, heart rate 

monitor, electrodes in skin etc, connected up to a bank of machinery, Athlete is looking 

exhausted and sweat is pouring off her/him. One onlooker is saying to another: ‘S/he’s given 

up training altogether: s/he just does fitness tests.’ 

Produce a spider diagram of several possible fitness tests (try to think of ten) that you 

can use with an individual, for example, the sit and reach test. Once you have done this, 

you should describe the protocol (method) for three of the tests in the spider diagram. 

Finally, for one test you have described, analyse the advantages and disadvantages of 

using it. 



6.5 Research activity – extending your knowledge of 

fitness tests 

Student book 

p ? 

There are a number of fitness tests that are not covered in the Student Book. However, 

you should be aware of them because they are used on a regular basis in sport settings. 

You should research into the following tests and produce notes for your subject file: 

� Cooper 12-minute run 

� 1.5 mile run 

� Repeated sprint test 

� Standing broad jump 

� Height and weight charts. 

6.6 Plenary activity – pulling it all together 

Student book 

p ? 

Working in groups, produce a range of information fact sheets (one page maximum), 

each on a specific fitness test. Each individual should prepare one fact sheet. The fact 

sheet should include: 

� the protocol 

� equipment and facility requirements 

� equations/calculations if required 

� diagram of athlete performing test 

� time and cost implications 

� validity and reliability of test 

� advantages and disadvantages of test. 


Unit 6: Fitness in sport and exercise 

6.7 Introductory activity – difference between health 

and fitness 

Student book 

p ? 

Often people tend to confuse the terms fitness and health. They see them as being the 

same thing. In small groups, devise a list of six things that affect the health of an 

individual and six that affect their fitness. After you have drawn up your lists, discuss 

them with other groups and note any similarities or differences. Through the lists and 

discussion you should see there is a difference between health and fitness. In your 

groups you should try to answer the following questions: 

� Is it possible to be fit but not healthy? 

� Is it possible to be healthy but not fit? 

6.8 Questionnaire design – constructing a health 

screening questionnaire 

Student book 

p ? 


The importance of health screening a client cannot be overstated, based on the grounds 

of health and safety. On an individual basis, draw up a list of ten medical conditions (for 

example, asthma) and ten lifestyle factors (for example, smoking) that you believe a 

pre-exercise questionnaire should aim to tackle. You should discuss this with other 

group members to decode whether there are some common conditions that should be 

included in the questionnaire. 

Once you have your list, design a health screening questionnaire and produce it on the 

computer. Ask other group members to peer-review your questionnaire, identifying 

strengths and areas for improvement in the design. Use their comments to produce a 

second draft of the questionnaire. 



6.12 Plenary activity – the key elements of health 

screening 

Student book 

p ? 

To help you when you are carrying out a health screening on an individual, it is always 

good practice to use a checklist to ensure you have covered all the important aspects. 

Produce a checklist that you can use when carrying out a health screening test. The 

checklist should include: 

� the documentation to be completed 

� 

the equipment required for health 

monitoring tests 

� the protocols for health monitoring tests 

� 

the normative data tables for health 

assessment. 


[22] 


6.13 Introductory activity – putting theory into practice 

Student book 

p ? 


On an individual basis complete the following table, which requires 

you to match possible fitness tests with different components of 

fitness. 

� Figure 6.2 Man stretching. From Cumulus (green), KM17,CD no. 

2834a. 

Component of fitness Name of fitness test 

Flexibility 

Aerobic endurance 

Strength 

Muscular endurance 

Power 

Speed 



6.14 Practical activity – Comparison between upper and 

lower body strength 

Student book 

p ? 


From the equipment available at your school or college choose two fixedresistance 

machines – one for the upper body and one for the lower body. Use 

the machines to complete the following raw data table. You may want to use 

some of the results for your assessment. 

� Figure 6.3 Weight training machine. Source: iStock ist2_2493090. 

Student name Upper body (kg) 

1RM* 

Rank 

order 

Lower body (kg) 

1RM* 

* 1RM = 1 repetition maximum: maximum weight student can lift once on specific machine. 

Using your results, produce a scatter graph plotting the upper body score against the lower 

body score. 

1 Based on the rank score, discuss the differences and similarities between upper and 

lower body scores. 

2 Is there any distinctive profile in relation to your scatter graph, for example, does it 

have a positive relationship? 

3 Are the results as you would expect and are there any reasons for your results? 

Rank 

order 


[24] 


6.15 Practical activity: comparison between body weight 

and body composition 

Student book 

p ? 

For this practical activity you will need to make a comparison between body weight and 

body composition within your group. The body composition may be assessed through 

bioelectrical impedance or skin-fold calliper measurements, depending on the equipment 

available within your school or college. 

You may want to use some of the results for your assessment. 

Student name Body weight (kg) Body fat (%) or 

Body fat (mm) 

Using your results, produce a scatter graph that plots body weight against percentage body 

fat. 

1 Is there any distinctive profile in relation to your scatter graph, for example, does it 

have a positive relationship? 

2 Based on the raw data, discuss the differences and similarities in respect of body 

weight and body fat. 

3 Discuss the possible reasons for your results. 

4 Discuss the disadvantages of using the skin-fold calliper method for assessing body 

composition. 


6.16 Practical activity – testing for speed 

Student book 

p ? 


Working as a group, test group members for their speed over 15 m, 

25 m and 40 m. Record the results using the following table. 

� Figure 6.4: Source: iStock ist2_1551922. . 

Student name 15 m 

(seconds) 

25 m 

(seconds) 

40 m 

(seconds) 

Once you have collected your results, put them in rank order for each of the three 

distances. 

1 Are there any differences in the rank order of times between group members? If so, 

why do you think this is? 

2 How reliable do you think the timings are, and how could the timing be improved in 

terms of reliability? 

3 Can you identify sporting activities that require a high level of speed? 


[26] 


6.17 Research activity – health and safety of fitness 

testing 

Student book 

p ? 

As the fitness tester you should have a good understanding and awareness of health and 

safety when testing an individual. It is important to consider health and safety prior to, 

during and after the testing session. Produce a checklist that considers health and safety 

factors. The following checklist table may help you. It includes two examples to get you 

started. 

Risk assessment 

Health questionnaire 

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 

Cross or tick


6.18 Plenary activity – importance of test sequence 

Student book 

p ? 

The ACSM (American College of Sports Medicine,1995) have produced the following 

guidelines for test sequence: 

1 resting blood pressure and heart rate 

2 body composition 

3 aerobic fitness 

4 strength / muscular endurance 

5 flexibility. 

In your groups, discuss the reasons why this order should be followed when carrying out 

fitness tests. 


[28] 


6.19 Introductory activity – the use of normative data 

Student book 

p ? 

Using your personal experience and understanding, discuss within your group the 

advantages and disadvantages of using normative data to analyse results. 

6.20 Case study – verbal and written feedback 

Student book 

p ? 


In a couple of days, a client is coming to see you to receive some verbal and written 

feedback regarding the fitness testing you performed. The client has no understanding of 

fitness or the meaning of the fitness tests. 

1 What sort of language should you use with the client, and why? 

2 Why is it important you prepare a professional report for the client? 

3 Why is it important that at the end of the consultation you should identify the next 

stage for the client? 

4 Why is it important to prepare prior to the consultation? 

5 Why might it be important to use constructive and reassuring language if the results 

are deemed to be poor? 

6 In terms of the consultation room, what should you consider? 



6.23 Problem-solving – recommendations for future 

training 

Student book 

p ? 

Using arrows, match the fitness components on the left with the appropriate training 

method (or piece of equipment) on the right. This will help you in providing 

recommendations for future training. Note that some training methods may be useful for 

more than one component of fitness. 

Aerobic endurance 

Speed 

Power 

Strength 

Flexibility 

Body composition 

Muscular endurance 

Static stretching 

Interval training 

Fartlek training 

Resistance machines 

Hill sprints 

Steady-state training 

Ballistic stretching 

Circuit training 

Dumb-bells 

Acceleration sprints 


[30] 


6.24 Plenary – the golden rules for analysing test results 

Student book 

p ? 

Within your group, possibly with your tutor’s support, produce a list of the ten golden 

rules for analysing test results. For example, one rule could be: 

1 Make sure that the normative data table you use reflects the client’s age, gender and 

sporting background. 



6.3 Case study – validity and reliability of fitness tests 

Student book 

pp ?? 

Becky, aged 19, is training for her Level 2 fitness instructor’s qualification at your local 

gym and is under your supervision. She has shown a good understanding of the different 

types of fitness testing and has good practical ability. However, she has a number of 

questions in relation to validity and reliability that she needs answering. 

1 Becky has concerns that the Harvard step test may not provide totally reliable data. Do 

you agree with Becky, and if not why not? 

2 She would like to know why the multi-stage fitness has a high level of validity. 

3 In addition she would like to know the differences, in terms of validity and reliability, 

between laboratory-based and field-based tests. 

6.3 Poster design – the press and sit-up test 

Student book 

pp ?? 

Further activities for Learning 

outcome 6.1 

To aid the understanding of fellow students using the gym at your school or college, 

produce an A2 poster based on the press and sit-up test. You should include: 

� diagrams of the correct techniques 

� the correct protocol 

� normative data tables 


[32] 


6.9 Case study – the medical referral scheme 

Student book 

pp ?? 


outcome 6.2 

Sanjay, a 52-year-old postal worker, has decided to start a training programme on the 

advice of the practice nurse at his local surgery. The nurse recommended him to his local 

leisure centre on a medical referral scheme. He has been told to train his aerobic 

endurance and reduce his body fat percentage, which should help him with his lifestyle as 

he has been feeling fatigued at work. Further to this, the increase in body fat has reduced 

his self-confidence. However, after his induction and one training session, Sanjay has not 

been to the gym for two weeks. 

1 Why was it important for Sanjay to reduce his body fat percentage? 

2 Describe two methods that could have been used to assess his body composition. 

3 Provide a list of the possible reasons why Sanjay may have stopped the training 

programme. 

4 Do you believe that an increase in body fat is purely a physical concern? If not, why 

not? 

5 What are the possible long-term implications for Sanjay? 



6.10 Research activity – the importance of health- 

monitoring tests 

Student book 

pp ?? 

Complete the following tasks: 

Working in small groups, using recognised texts, research one of the following areas: 

� the importance of monitoring resting and exercise heart rates 

� the importance of monitoring blood pressure and stress levels 

� the importance of monitoring lung function 

� the importance of monitoring body composition. 

Produce research notes, and use them to help you produce a two-page summary sheet on 

your selected topic. Cover all four topics within your group, and put them together to 

produce an eight-page booklet that the group can use in the future. 


[34] 


6.11 Role-play – health screening in action 

Student book 

pp ?–? 

Student A takes the role of a fitness instructor performing a health screening through an 

initial consultation. Student B is the client who has decided to join your fitness club. The 

instructor should assess the client’s: 

� blood pressure 

� resting heart rate 

� lung function 

� waist to hip ratio 

� body mass index. 

To ensure that you are clear with the protocols you should review pages xx to xx of the 

Student Book. 

It is important that the fitness instructor uses a professional manner when testing and 

speaking to the client. This will help to improve practical skills when using the equipment, 

for example, the peak flow meter. The instructor should relay the results of the tests, 

linked to appropriate health-based data tables. 

After finishing the consultation, Students A and B should swap roles and repeat the roleplay. 

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 

� Figure 6.5 

Source Cumulus 

(green), CD no. 

2098a, no 521.


6.21 Role-play – verbal feedback on the outcomes of 

assessment and an estimate of levels of fitness 

Student book 

pp ?–? 


outcome 6.4 

Student A takes the role of a fitness instructor giving verbal feedback to the client (student 

B) on some fitness test results obtained recently. The client takes the role of the following 

individual: 

Client name: Roberta Martinez. Age: 23. Sport: Netball player. 

Sit-up test: 17 

Agility sprint test: 19.32 seconds 

Grip strength test: 32 kg 

Multi-stage fitness test: level 8, shuttle 2 

As the fitness instructor, Student A should provide verbal feedback to the client on the 

above results. Prior to the consultation you will need to analyse the results in comparison 

to normative data. When you are speaking to the client you need to consider a number of 

factors. 

� Ensure the feedback is given in a quiet environment. 

� Don’t baffle the client with science or technical jargon. 

� Remember to link in the results into the targets or goals set for the client, which you 

may wish to re-set. 

� Remain positive throughout the consultation and maintain a professional manner. 

� If the results are poor, you should be ready to suggest to the client ways of improving 

their fitness. 

� At all stages of the consultation, make sure that the client has understood the 

information provided. 


[36] 


6.22 Research activity – analysing fitness results 

Student book 

pp 11–18 

You should read the following set of results obtained from a recent battery of fitness tests: 

Client name: Greg Wilson. Age: 45. Weight: 80 kg. 

Multi-stage fitness test: level 6, shuttle 2 

Sit and reach test: 12 cm 

1RM 50 kg (bench press) 

BMI: 31 

In small groups, locate the normative data, which should allow you to evaluate Greg’s 

results. 

In your groups, discuss the results and decide on recommendations of the components of 

fitness he needs to improve on. 

Produce a typewritten mini-report with the following sections: 

� results 

� analysis against normative data including graphs where appropriate 

� list of recommendations to include future training needs 

� list of references used. 


Unit 6 Solutions 

6.1 Introductory activity – the role of fitness tests 

• To inform about recovery during or after injury 

• For talent identification purposes 

• For squad or team selection 

• To identify strengths and areas for improvement 

• To monitor the progress of a training programme 

• To use as a motivational tool 

• Plus other ones you feel are relevant 

6.3 Case study – validity and reliability of fitness tests 


1 The Harvard step test has been shown to provide unreliable data due to two key factors. First, it is only submaximal 

and therefore is based on a prediction. Second, the equation has been proved to be unreliable and 

over-estimates aerobic endurance. There are also concerns that there is a wide range of protocols for this test, 

which makes comparisons between groups difficult. 

2 Within fitness testing, the multi-stage test is viewed as the gold standard of assessment within a field-based 

environment. It is maximal in nature and is supposed to represent the highest attainable value. The equation 

used to calculate aerobic endurance has been tested on many occasions and has been shown to have strong 

correlation with actual values. 

3 Discussion around this question needs to centre on the factors that can influence validity and reliability, such as 

environment, scientific support, equipment, controlling of variables, etc. 

6.7 Introductory activity – difference between health and fitness 

Factors that affect health: 

• Smoking 

• Lack of exercise 

• Excessive amounts of alcohol 

• Pollution 

• Excessive stress levels 

• Lack of a balanced diet 

• Plus many more 

Factors that affect fitness: 

• Injury 

• Lack of motivation 

• Poor training methods 

• Not following the principles of training 

• Smoking 

• Increased body fat 

• Plus many more 


[38] 


6.10 Case study – The medical referral scheme 

1 Reducing his body fat percentage would reduce Sanjay’s long-term chances of congenital heart disease and 

improve his quality of life. In addition there are psychological considerations – for example, excess body fat 

can decrease self-confidence. 

2 Body composition tests include skin-fold callipers, bioelectrical impedance and other relevant tests. 

3 Sanjay could have stopped training for many reasons – lack of motivation, poor results, pressures from home, 

etc. 

4 Expand from answer 1, linking to self-confidence, self-esteem and social reasons. 

5 In the long term, Sanjay’s increased body fat could result in time off work, reduced capacity to carry out daily 

activities, increased medical costs and worries for the family. 

6.13 Introductory activity – Putting theory into practice 

An example: 

Component of fitness Name of fitness test 

Flexibility Sit and reach test 

Aerobic endurance Multi stage fitness test 

Strength 1 rep maximum 

Muscular endurance Sit up test 

Power Vertical jump 

Speed 10m sprint 

6.17 Research activity – health and safety of fitness testing 

An example: 

Risk assessment 

Health questionnaire 

Informed consent form 

Check all equipment is working 

Ensure you can use the equipment 

Make sure you are clear on protocol 

Inform them about not eating before testing 

Give them a kit list 

Ensure they are wearing appropriate kit 

First aid kit full and available 

Water available 

Emergency number available 

Aware of evacuation procedure 

Cross 

or tick 


6.20 Case study – verbal and written feedback 

1 Answer should include key words, such as clear, concise, avoid jargon, etc. 


2 You should prepare a professional report because you are working in a professional environment, the client 

may want to use your services again, it will enhance the company image, or other relevant answers. 

3 It is important to identify the next stage in order to carry on the with the evaluation process, reset the goals and 

change the programme. 

4 Preparation prior to the consultation is important to ensure that you have all the relevant documentation 

available. It shows you are professional and can offer a good service. Preparation ensures that the information 

is specific to the client. Plus other relevant answers. 

5 Using constructive and reassuring language is important because people may lose motivation due to poor 

performance as they have invested a lot of time, money and effort in their training. They may have a variety of 

reasons for training that are important for them, for example, they may want to lose weight for a wedding. 

6 Factors to consider include a quiet environment, relaxed room, access to resources, etc. 


[40] 


Unit 6 Exemplar assignment 

You are to produce a report that explores health screening questionnaires and their use with two 

contrasting individuals. 

This assignment is assessing criteria: 

• P2: prepare an appropriate health-screening questionnaire 

• P3: devise and use appropriate health screening questionnaires for two contrasting individuals 

• M2: (part) describe the strengths and areas for improvement for two contrasting individuals using 

information from health screening questionnaires 

• D1 (part) evaluate the health screening questionnaires and provide recommendations for lifestyle 

improvement. 

Task 1: (P2) Prepare an appropriate health screening questionnaire that you can use in the 

future with two contrasting clients, for example, a classmate and a family member. The 

health screening questionnaire should include factors such as smoking. The questionnaire 

should be included in your assignment at the front of your report. 

Task 2: (P3) Administer the questionnaire you designed in Task 1 to two contrasting 

individuals. They may contrast in age, gender, lifestyle, etc. 

Task 2: (M2, part) Describe the strengths and areas for improvement for the two 

contrasting individuals. To do this, consider aspects of the questionnaire, for example, the 

individuals’ smoking habits. 

Task 3 (D1, part) To gain the Distinction grade you will need to evaluate the health 

screening questionnaires, drawing valid conclusions. Therefore you will need to support the 

points you make with the appropriate literature in conjunction with suggesting possible 

long-term health effects for the clients. You should also offer recommendations for the 

individual, to target their strengths and areas needing improvement. 


Student answer: 

Task 1: (P2) 

Health Questionnaire 


Name: _________________________________________________________________________________ 

Age: ______________________________________________ 

Gender: ____________________________________________ 

DOB: ___/___/____ 

Contact no.: ________________________________________ 

Mobile no.: ____________________________________________________________________________ 

Address: ______________________________________________________________________________ 

______________________________________________________________________________________ 

E-mail address: ______________________________________ 

Next of kin: _________________________________________ 

Emergency contact number: ____________________________ 

Doctor’s name and address ________________________________________________________________ 

______________________________________________________________________________________ 

Doctor’s tel. no.: _____________________________________ 

First aid and ambulance consent: ___________________________________________________________ 

Health Questions 

Do you have any disabilities? YES/NO 

If so please state what. ___________________________________________________________________ 

______________________________________________________________________________________ 

Do you have asthma? YES/NO 

Do or have you or any of your immediate family have/had any heart related problems, e.g. heart disease? 

______________________________________________________________________________________ 

______________________________________________________________________________________ 


[42] 


Are you currently taking any kind of medication? _______________________________________________ 

_______________________________________________________________________________________ 

Have you been in hospital within the last six months? YES/NO 

If so regarding what? _____________________________________________________________________ 

_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

Have you had any recent surgery? ___________________________________________________________ 

_______________________________________________________________________________________ 

_______________________________________________________________________________________ 

Do you have any allergies? YES/NO 

If so what allergies do you have? ____________________________________________________________ 

_______________________________________________________________________________________ 

Do you have high blood pressure? YES/NO 

Do you have any current or recurring injuries? YES/NO 

If so what? _____________________________________________________________________________ 

_______________________________________________________________________________________ 

Do you take regular exercise? YES/NO 

If so, how many hours a week? ______________________________________________________________ 

_______________________________________________________________________________________ 

Are you pregnant or post-natal? YES/NO 

Do you smoke? YES/NO 

Do you have diabetes? YES/NO 

Disclaimer’s signature: ___________________________________ Date: ___/___/____ 



Task 2: (P3) 

Two completed questionnaires, one from Julie and one from Emma, were included in the appendices. 

Task 3: (M2 part) 

Positive aspects of Julie’s questionnaire 

• Julie does not have asthma, therefore she would probably have a better aerobic endurance than someone with 

asthma. ‘EIA (Exercise Induced Asthma) is a condition where the bronchial airways constrict from vigorous 

exercise. Breathing becomes so difficult that athletic performance declines significantly.’ 

(http://www.stockton.edu/ospreys/ATUpdateAsthma.htm) 

• Does not have any disabilities which could affect her performance. 

• No history of heart-related problems with her or her family. 

• She has no recurring or long term injuries, so she will produce a greater performance. 

• Doesn’t have high blood pressure so there is less chance of her having a heart attack. ‘Women are less likely 

to survive heart attacks than men.’ (http://familydoctor.org/287.xml). As high blood pressure can be a cause of 

a heart attack, it is important that Julie’s blood pressure stays at a safe level. 

Negative aspects of Julie’s questionnaire 

• Julie smokes, which reduces her aerobic capacity and can increase the chance of developing cancer. Blocked 

arteries may also occur. ‘Research on smoking and physical activity provides strong evidence of smoking's 

negative impact’ 

(http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=1438118&dopt=Abst 

ract) 

• Does not do regular exercise. ‘Women who do no regular exercise or very low levels of exercise – less than 

two hours a week – face 6.4 times the risk of having their heart stop suddenly during or soon after a workout 

than women who regularly engage in moderate or vigorous exercise for more than two hours a week.’ 

(http://www.henryford.com/body.cfm?id=39639&action=articleDetail&AEProductID=HealthScoutfeed&AE 

ArticleID=10084) 

Strong points of Emma’s questionnaire 

• Emma takes part in regular exercise, which will keep her fit and keep her heart healthy. ‘Regular exercise 

improves heart function and lowers your blood pressure and blood cholesterol.’ 

(http://menshealth.about.com/cs/hearthealth/ht/howto_heart.htm) 

• Does not smoke. This reduces the risk of heart attacks and lung cancer. 

• Does not have asthma, giving her a better lung capacity than one of an asthmatic. 

• No high blood pressure, which significantly lowers the rate of diseases such as kidney disease. ‘The higher 

your blood pressure the greater your risk of developing narrowed arteries which can lead to heart problems, 

kidney disease and strokes.’ (http://www.bpassoc.org.uk/information/what_is/what_is.htm) 

Weak points of Emma’s questionnaire 

• Emma has diabetes, which could lower her blood sugar level when exercising. It could also make her body 

absorb insulin quicker. ‘Regular exercise makes your body more sensitive to insulin, and your blood sugar 

level may get too low (called hypoglycemia) after exercising.’ (http://familydoctor.org/351.xml). 

• Emma takes insulin. ‘With exercise, insulin is not readily released from the pancreas due to the lowered blood 

glucose levels.’ (http://www.preventionpt.com/PIfolder/Mini%20Paper%20August.htm) Your body needs 

insulin along with carbohydrate to produce glucose for energy during exercise. If this is not produced it may 

force Emma to stop exercising. 


[44] 


Grading 

The student’s answer covers all the essential content of criteria P2 and P3, i.e. preparing and 

using a health screening questionnaire. Although the questionnaire has some clear 

limitations, for example, lack of scales to aid differentiation of answers and possibly help 

description for M2, the criteria have been met. 

For M2 (part) the student has included some description of the strengths and areas for 

improvement for the two individuals. However, to gain a Merit (M2 part), they would have 

needed more description of their findings. There is little information on the levels/amounts 

of strengths and areas for improvement, which would aid the description of the individual. 

As an example, they could have described how many cigarettes Julie smoked each day and 

how many years she had been smoking. This would have provided a clearer picture of her 

status. This lack of quantification is a result of shortcomings in the design of the 

questionnaire. 

To achieve a Distinction (D1 part), the student would have needed to evaluate the health 

screening questionnaires. There is some evaluation within the text because some 

consequences for the individuals are discussed. However, there is a lack of depth and 

expansion of the findings. To aid the evaluation the student should support their findings 

with appropriate literature, for example, exploring the possible health implications of eating 

too many fatty foods. This could be a magazine article on coronary heart disease, which 

they could feed back to the individual. The student should also provide recommendations 

for lifestyle improvement. For example, the student could suggest that the client could seek 

medical help to stop smoking, and could undertake a supervised exercise programme to 

improve their fitness at a local fitness centre. 


Unit 1 Further resources 

Websites 

Netfit, www.netfit.co.uk/tymen.htm – guide to health and fitness. Good links to future training 

recommendations. 

Peak Performance, www.pponline.co.uk. Specialises in a wide range of sports in relation to 

fitness testing. 

Sports coach, www.brianmac.demon.co.uk. Brian Mackenzie, the UK's highly experienced 

senior athletics coach, provides fitness and training advice for athletes. 

Rob Wood's Guide to Fitness Testing, www.topendsports.com/testing/ - A comprehensive 

site on all things to do with fitness testing, including discussions and descriptions of over 30 

fitness tests. 

Texts 

Howley, E.T. and B.D. Franks (1992). Health fitness instructors’ handbook. Human 

Kinetics. 

Macdougall, J.D., H.A. Wenger and H.J. Green (1991). Physiological testing of the high 

performance athlete. Human Kinetics. 

Morrow, J.R., A.W Jackson, J.G. Disch nd D.P. Mood (1995). Measurement and evaluation 

in human performance. Human Kinetics. 

Safrit, M.J. (1995). Complete guide to youth fitness testing. Human Kinetics. 

Skinner, J.S. (1993). Exercise testing and exercise prescription for special cases. Lippincott, 

Williams & Wilkins. 

YMCA (2000). Fitness testing and assessment manual. Human Kinetics. 

Supplementary texts 

British Association of advisers and lecturers in physical education (1999). Safe practice in 

physical education. Dudley LEA. 

Dalgleish, J., S. Dollery and H. Frankham (2001). The health and fitness handbook: 

Longman 

Egger, G., N. Champion and A. Bolton (1999). The fitness leader’s handbook. A & C Black. 

Inbar, O., O. Bar-or and J.S. Skinner (1996). The Wingate anaerobic test. Human Kinetics

Unit 6: Fitness testing for sport and exercise - Pearson Schools

Create successful ePaper yourself

Delete template?

Save as template?