ERIC ED433630: The Brockport Physical Fitness Test Training Manual. [Project Target].

178 Pages·1998·4.6 MB·English

by  ERIC

DOCUMENT RESUME
EC 307 375
ED 433 630
Winnick, Joseph P.; Short, Francis X., Ed.
AUTHOR
The Brockport Physical Fitness Test Training Manual.
TITLE
[Project Target].
State Univ. of New York, Brockport. Coll. at Brockport.
INSTITUTION
Office of Special Education and Rehabilitative Services
SPONS AGENCY
(ED), Washington, DC.
1998-00-00
PUB DATE
178p.; For related documents, see EC 307 372-374.
NOTE
HO23C30091
CONTRACT
Human Kinetics, 1607 North Market St., P.O. Box 5076,
AVAILABLE FROM
Champaign, IL 61825-5076; Fax: [phone].
-- Tests/Questionnaires (160)
Non-Classroom (055)
Guides
PUB TYPE
MF01/PC08 Plus Postage.
EDRS PRICE
Adolescents; Body Composition; Child Health; Children;
DESCRIPTORS
*Criterion Referenced Tests; *Disabilities; Elementary
Secondary Education; Exercise; Muscular Strength;
*Performance Factors; Performance Tests; *Physical Fitness;
*Physical Fitness Tests; Standards; Test Construction; Test
Content; Test Items; Test Reliability; Test Validity
*Testing Accommodations (Disabilities)
IDENTIFIERS
ABSTRACT
This training manual presents information on the Brockport
Physical Fitness Test (BPFT), a criterion-referenced fitness test for
children and adolescents with disabilities. The first chapter of the test
training manual includes information dealing with health-related
criterion-referenced testing, the interaction between physical activity and
physical fitness, and the interaction between physical fitness and health.
Individualized education programming, the lifetime commitment to physical
activity and physical fitness, and safety precautions important to
3, and 4 are related to the
implementing programs are addressed. Chapters 2,
development of components of physical fitness: cardiorespiratory endurance,
body composition, muscular strength and endurance, and flexibility/range of
motion. Each chapter presents information on the important components of
physical fitness for health, how components of physical fitness are measured
and evaluated in the BPFT, the underlying change in the body affected by the
development of physical fitness, factors influencing the development of
physical fitness, and guidelines for developing and implementing physical
fitness. Chapters include information related to the development of physical
fitness of youngsters with disabilities. (Each chapter includes references.)
(CR)
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*
Reproductions supplied by EDRS are the best that can be made
*
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from the original document.
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The Brockport Physical Fitness Test
Training Manual
by
Joseph P. Winnick
and
Francis X. Short (ed.)
Department of Physical Education & Sport
State University of New York, College at Brockport
Brockport, NY 14420
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUC
ONAL RESOURCES INFORMATION
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
1998
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
This book was developed as a part of Project Target which was conducted at the State University of New
Project Target was supported by the Office of Special Education and
York, College at Brockport.
Rehabilitative Services (OSE/RS), U.S. Department of Education, Project No. H023C30091. The contents
presented herein are those of the authors and do not necessarily reflect the position or policy of OSE/RS or
SUNY, College at Brockport and no official endorsement should be inferred.
2
1
The Brockport Physical Fitness Test
Training Manual
by
Joseph P. Winnick
and
Francis X. Short (ed.)
State University of New York
College at Brockport
1998
3
Preface
Between 1993 and 1998 the Department of Education, Office of Special Education and
Rehabilitative Services, funded Project Target. The project was primarily designed to develop
a
criterion-referenced health-related physical fitness test for youngsters with disabilities, aged 10-
17. As a part of this project an educational component was included. This manual
serves as part
of the educational component. Specifically, it presents material to help develop the health-
related physical fitness of individuals with disabilities.
In developing this training manual, care was taken to coordinate it with the Brockport Physical
Fitness Test (BPFT). Thus, terminology used is consistent with that used in the BPFT and
components of physical fitness and how they are measured are coordinated in both the test and
training manuals developed as a part of Project Target. Standards for the evaluation of and
interpretation of health-related physical fitness are also coordinated. In
essence, this training
manual is designed to develop the physical fitness of youngsters with disabilities in association
with results attained on the BPFT.
In chapter 1 of this manual, concepts important to training are covered. The chapter includes
information dealing with health-related criterion-referenced testing, the interaction between
physical activity and physical fitness and the interaction between physical fitness and health.
Individualized education programming, the lifetime commitment to physical activity and physical
fitness, and safety precautions important to implementing programs
are topics covered toward the
end of the chapter.
Chapters 2, 3, and 4 relate to the development of components of physical fitness:
cardiorespiratory endurance, body composition, muscular strength and endurance, and
flexibility/range of motion. Although substantially edited by Project Target staff, each of these
chapters were written by different authors. Clearly, different styles
may be noticed in different
chapters. Although each of these chapters is unique, there are commonalities in regard
to topics
covered. Each chapter presents information regarding the importance of components of physical
fitness for health, how components of physical fitness are measured and evaluated in the BPFT,
the underlying changes in the body affected by the development of physical fitness, factors
influencing the development of physical fitness, and guidelines for developing and implementing
physical fitness. Each chapter includes information related to the development of physical fitness
of youngsters with disabilities.
There are several ways in which this manual is unique. First, it is special because it is the first of
its kind designed to provide information regarding the development of the health-related physical
fitness of children and adolescents with disabilities. The literature
on this topic has emphasized
guidelines for adults and/or guidelines for nondisabled populations. Another unique feature of
this manual is that it recognizes and provides information which is designed to develop
functional as well as physiological health of the individual. This is critical since physical fitness
to conduct activities of daily living is crucial in the life of persons with disabilities. A third
ii
4
unique feature of this manual is that it recommends guidelines for the development of physical
fitness within the context of recommendations for physical activity by leading governmental and
professional organizations. In this regard, the guidelines seek to develop health through physical
activity focusing upon the development of physical fitness. Finally, the manual is unique
because suggested guidelines relate to general physical activity as well as to exercise and they
suggest modifications for persons with disabilities.
This book is designed to reach any qualified professional whose responsibility includes the
health-related physical fitness development of youngsters with disabilities. However, the chief
target group includes physical educators, both regular and adapted, and physical therapists
working in educational settings.
It is our hope that this book provides a foundation for future development of this topic. Certainly
much more will be learned in the future about health-related physical fitness, the needs and
concerns of individuals with disabilities, appropriate training models for children, the
relationship and interaction among health, physical activity, and physical fitness, and creative
ways of motivating youngsters, parents, and professionals in realizing the importance of and
becoming involved in physical fitness programs.
Joseph P. Winnick
Francis X. Short
iii
Acknowledgments
The writing of this training manual was part of the educational component associated with
Project Target. It was written to serve as a training component to be used in association with the
Brockport Physical Fitness Test. Several persons contributed substantially to the development of
this manual and it is important to recognize their contributions. First, thanks is extended to the
professionals involved in writing chapters. The second chapter was drafted, in part, by Dr.
Jeffrey McCubbin, Oregon State University and Dr. Georgia Frey, Texas A& M University. Dr.
Francis X. Short served as primary editor of, revised, and completed the chapter, and helped
coordinate the chapter with other parts of the manuscript. The third chapter was written by Dr.
Patrick DiRocco, University of Wisconsin - LaCrosse and the fourth chapter was written by Dr.
Paul Surburg, Indiana University. Dr. Joseph P. Winnick served as primary editor of these
chapters and worked closely with these authors in developing guidelines for training and
encouraging a health-related perspective.
In developing a training manual, the attainment of figures is an important task. Thanks is
sincerely extended to the many persons who served as "subjects" in photos. In particular, David
Maxwell must be thanked for his cheerful willingness to help. Thanks is also extended to James
Dusen, Photographic Services at SUNY Brockport and Pam Maryjanowski, Empire State Games
for the Physically Challenged for their help with photographs. Finally, thanks is extended to
Melissa Zurlo for her work in typing this manuscript repeatedly and Lori Erickson, graduate
assistant associated with Project Target, for several contributions important in developing this
training manual.
Joseph P. Winnick
Francis X. Short
iv
Table of Contents
PREFACE
ii
ACKNOWLEDGMENTS
iv
CHAPTER I - INTRODUCTION
1
Background
1
Brief Background of Health-Related Criterion-Referenced Physical Fitness Testing
1
Physical Activity and Physical Fitness
2
Health-Related Physical Fitness and Health
6
Individualized Education Programs and the Development of Health-Related Physical Fitness
.6
.
. .
A Lifetime Commitment to Physical Activity and Physical Fitness
8
General Safety Precautions in Developing Physical Fitness
11
References
13
CHAPTER II - CARDIORESPIRATORY ENDURANCE AND BODY COMPOSITION
15
Introduction
15
Cardiorespiratory Endurance, Body Composition, and Health
15
Cardiorespiratory Endurance
18
The Measurement of Aerobic Functioning in the Brockport Physical Fitness Test
19
Basic Understanding of the Cardiorespiratory System
19
Physiological Systems that Support Aerobic Exercise
20
Cardiorespiratory Training
21
Guidelines for the Development of Cardiorespiratory Endurance
26
Adolescents
28
Older Children
29
Adjustments for Youngsters with Disabilities
30
v
pi
Body Composition
31
Assessment of Body Composition in the Brockport Physical Fitness Test
32
Physical Activity Guidelines for Weight Loss
32
Physical Activity Considerations for Youngsters with Disabilities
37
Spinal Cord Injury (including spina bifida)
37
Cerebral Palsy
38
Amputations
39
Mental Retardation
40
Visual Impairments
41
Arthritis
43
Progressive Neuromuscular Disease
43
Hearing Impairments
44
Activities for Cardiorespiratory Endurance and Weight Loss
45
References
48
CHAPTER III - MUSCULAR STRENGTH AND ENDURANCE
50
Introduction
50
Basic Concepts of Muscle Action
51
Basic Muscle Physiology
52
Basic Structure and Control Mechanisms
52
Effects of Training
53
Anaerobic Metabolism
54
Measurement of Strength and Endurance on the Brockport Physical Fitness Test
55
Variables Influencing the Development of Strength and Endurance
56
Overload
57
Fatigue
57
Range of Motion
57
Isolation
58
Breathing
58
Types of Contraction
58
Types of Resistance
59
vi
Exercise Order
63
Training Systems
63
Assessment for Individualized Training
64
A General Activity Approach
67
Considerations for Youngsters with Disabilities
69
General Considerations
73
Balance
74
Asymmetry
76
Muscular Weakness
76
Impaired Grip
79
Specific Considerations
80
Amputation
81
Progressive Muscular Disorders
81
Cerebral Palsy
82
Spinal Cord Injuries
83
Mental Retardation
86
Guidelines for the Development of Muscular Strength and Endurance
88
Introduction
88
Frequency, Intensity, and Duration
88
Mode and Emphasis
92
Closing Statement
93
References
94
CHAPTER IV - FLEXIBILITY/RANGE OF MOTION
96
What is Flexibility/ROM?
96
Measurement of Flexibility/ROM on the Brockport Physical Fitness Test
97
Factors Affecting Flexibility/ROM
98
Joint Stability
98
vii
Diseases/Conditions
103
Gender
103
Temperature
104
Settings for Flexibility and Range of Motion Development
104
Education Setting
104
Rehabilitation Setting
105
The Effects of Flexibility/ROM on Bodily Changes
106
Collagenous Tissue Component
106
Neurological Component
109
Types of Stretching Techniques
111
Passive Stretching
111
Active-assisted Stretching
112
Active Stretching
113
Static
113
Ballistic
114
Proprioceptive Neuromuscular Facilitation
.114
Rhythmic Stabilization
115
Hold-Relax
117
Contract-Relax
.117
Hold-Relax Contract
119
Contract-Relax Contract
119
The Relationship of Strength and Flexibility Development
119
Techniques to Reduce Muscle Tension
120
Guidelines for Implementing Flexibility/ROM Exercises
121
Warm-up and Cool-down
121
Frequency, Intensity, Duration, and Mode
122
General Activities to Develop Flexibility/ROM
126
Positioning of Persons
127
Muscle Imbalance
131
viii