9-18181 WA2-2003 Fitness Gr8 ADP 5-1-03 i
Concepts of Health
and Fitness
A Classroom-Based Assessment
Directions for Administration
and Scoring Guide
High School
A Component of the
W ashington State Assessment Program
Copyright � 2003 by W ashington Office of the Superintendent of Public Instruction. All
rights reserved. Educational institutions within the State of Washington have
permission to reproduce this document. All other individuals wishing to reproduce this
document must contact OSPI.
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T able of Contents
Directions for Administering the High School Concepts of Health and
Fitness Assessment
Description of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Directions to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Scoring Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
General Guidelines for Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
High School Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
High School Scoring Guide and Sample Papers . . . . . . . . . . . . . . . . . . . . . . . . 9
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
2
Dir ections for Administering the High School
Concepts of Health and Fitness Assessment
Description of the Test
Students should write their answers in their test booklets. Test booklets are
designed to provide appropriate space for student responses.
The test booklets contain questions that appear in three formats:
� Multiple-choice questions have four response options. For these
questions, the students must choose the one best (correct) answer.
� Short-answer questions ask the students to supply the answer, which
may be in the form of words, numbers, and/or pictures/diagrams. A wide
variety of tasks are included in this question format.
� Extended-response questions require the students to write an answer
that offers more examples and more detail. The answer spaces for these
questions provide more room for the students to write their answers.
Students are expected to express their ideas and explain their thinking
using words, labeled pictures, and/or labeled diagrams.
Test Administration
The following page is an excerpt from the student booklet. Instruct the
students to open their booklets to page 1. Have the students read the directions
to themselves as you read them aloud. Answer any questions the students may
have before you instruct them to begin.
Students may have as much time as they need to complete the task. All
students who remain productively engaged in the task should be allowed to
finish their work. In some cases, a few students may require considerably more
time to complete the task than most students; therefore, you may wish to move
these students to a new location to finish. In other cases, the teacher�s
knowledge of some students� work habits or special needs may suggest that
students who work very slowly should be tested separately or grouped with
similar students for the test.
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Say: T oday you will take the High School Concepts of Health and
Fitness Assessment.
Directions to the Student
There are several different types of questions on this test:
1. Some questions will ask you to choose the best answer from among
four answer choices. Each of these items is worth one point.
2. Some questions will ask you to write your answer in an answer box.
� Some of these questions are short. They ask you to write an
answer and to explain your thinking using words. Each of these
items is worth two points.
� Others ask for more details or more thinking. These questions
also provide you with more room for your answer. Each of these
items is worth four points.
Here are some important things to remember as you take this test:
1. Read each question carefully and think about the answer.
2. If answer choices are given, choose the best answer by filling in the
circle in front of your answer.
3. If an answer box is provided, write your answer neatly and clearly
inside the box and show all your work. Cross out or erase any work
you do not want as part of your answer.
4. Y ou should have plenty of time to finish every question on the test. If
you do not know the answer to a question, go on to the next question.
Y ou can come back to that question later.
5. When you reach the word STOP in your booklet, do not turn the
page.
4
Scoring Guide
In this section, you will find the answer keys and rubrics for high school.
Please read through the following information for tips and strategies for scoring
your student booklets.
The following keys and rubrics will enable you to score all of the multiple-choice
and open-ended items in the Concepts of Health and Fitness Assessment booklet.
Scoring Method
There are two types of open-ended items on this assessment: short answer and
extended response. The short-answer items are each worth up to two points,
while the extended-response items are each worth up to four points. Conventions
of writing (sentence structure, word choice, usage, grammar, spelling, and
mechanics) are not considered in scoring the open-ended items, unless the flaws
obscure the meaning of the answers. Each rubric will provide an example that
coincides with the top value of each rubric type. The examples are not
exhaustive; their purpose is to provide a guideline and an idea of what is
acceptable.
Short-answer questions are scored on a two-point scale based on the following
general guidelines:
�A 2-point response shows complete understanding of the concept or task
and logical reasoning and conclusions.
�A 1-point response contains minor omissions in the understanding of the
concept, minor flaws in reasoning, or neglects to address some aspect of
the task.
�A 0-point response indicates no understanding of the concept or task.
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Extended-response items are scored on a four -point scale based on the following
general guidelines:
�A 4-point response contains an effective solution. It shows complete
understanding of the concept or task and thoroughly addresses the
relevant points. It contains logical reasoning and valid conclusions and
communicates effectively and clearly through writing and/or diagrams. It
may go beyond the requirement of the item.
�A 3-point response contains minor flaws. Although it indicates an
understanding of the concept or task, communicates adequately through
writing and/or diagrams, and generally reaches reasonable conclusions,
it contains minor flaws in reasoning or neglects to address some aspects
of the item.
�A 2-point response indicates gaps in understanding. It contains some
combination of the following flaws: incomplete understanding of the
concept or item, a failure to address some points relevant to the solution,
faulty reasoning, weak conclusions, unclear communication in writing
and/or diagrams, or a poor understanding of relevant procedures or
concepts.
�A 1-point response indicates some effort beyond restating the item or
copying given data. It contains some combination of the following flaws:
little understanding of the concept or item, a failure to address most
aspects of the item or solution, major flaws in reasoning that led to
invalid conclusions, a definite lack of understanding of relevant
procedures or concepts, or an omission of significant parts of the item
and solution or response.
�A 0-point response indicates no understanding of the concept or item.
Specific scoring guidelines for each item are found in the scoring section of this
guide.
General Guidelines for Scoring
Basic materials needed for scoring include this guide and the student booklet.
The complete answer key is included in this guide.
The process of scoring the short-answer and extended-response items involves
reading each student�s response and evaluating each response with respect to
the appropriate rubric. There are two valid methods you can use to score the
short-answer and extended-response questions. The first method involves
reading each student� s booklet from start to finish. As a result, you will score
each question in a sequential manner. The second method of scoring involves
scoring one question or set of questions at a time across the full set of student
booklets. One advantage of scoring this way is that it provides you with an
understanding of the complete range of responses to a given short-answer or
extended-response question. This process will allow you to feel better equipped
to discriminate between score points for a particular question.
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Scoring
In order to ensure successful scoring, follow the procedures below:
1. Carefully read and review all the questions in the booklet. Be sure you
completely understand what students were asked to do.
2. Review the scoring rubrics for all the open-ended questions.
3. As you are scoring the open-ended items, you may find it helpful to circle
the parts of the student answer that will receive credit. It is easier to
then go back and tally the circles to assign a score for that item.
4. After you begin scoring, you may want to check your own intrarater
reliability (the reliability within your own scoring). In order to do this,
cover up the scores on a group of booklets or questions that you have
already scored. Then, after a day or two, go back and score the student
responses again. Check to see if your scoring is consistent. If it is not
consistent, carefully review the rubrics again and then try to rescore the
questions more consistently.
As you are scoring, it is important to focus on the rubrics criteria and not judge
one student�s response to a question against another student�s response. For
example, an acceptable response should not be lowered because a previous
student� s response seems so good that any that follow seem only partially
correct. Always refer back to the guidelines of the rubric.
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High School Answer Key
1. D
2. B
3. D
4. 2-point rubric. See Scoring Guide and Sample Papers, pages 10�12.
5. A
6. 4-point rubric. See Scoring Guide and Sample Papers, pages 13�18.
7. C
8. C
9. 2-point rubric. See Scoring Guide and Sample Papers, pages 19�22.
10. A
11. 2-point rubric. See Scoring Guide and Sample Papers, pages 23�26.
12. A
13. C
14. 2-point rubric. See Scoring Guide and Sample Papers, pages 27�30.
15. A
16. 4-point rubric. See Scoring Guide and Sample Papers, pages 31�36.
17. C
18. 2-point rubric. See Scoring Guide and Sample Papers, pages 37�38.
19. A
20. 2-point rubric. See Scoring Guide and Sample Papers, pages 39�41.
21. A
22. 4-point rubric. See Scoring Guide and Sample Papers, pages 42�47.
23. D
24. 2-point rubric. See Scoring Guide and Sample Papers, pages 48�51.
25. B
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26. D
27. B
28. C
29. 2-point rubric. See Scoring Guide and Sample Papers, pages 52�55.
30. B
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High School
Scoring Guide
and
Sample Papers
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Scoring Guide for number 4:
A 2-point response: The student develops, implements, and monitors a personal
fitness plan based on life goals for leisure and employment.
The student describes two adjustments that need to be made to deal with problems
that would occur with a fitness program as he or she gets older.
Example:
� As someone gets older , the intensity of his or her workouts would decrease
with age. Most, if not all, people lose strength as they get older, so their
intensity would decrease.
� Another adjustment someone might have to make is to adjust the amount of
time he or she has to exercise. When an individual is young and single, he or
she probably has more time than someone who is older with a career and
family . That individual would have to adjust his or her time and abbreviate
workouts.
A 1-point response: The student describes one problem or adjustment that occurs
when someone gets older.
A 0-point response: The student shows little or no understanding of the question.
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4 List two changes that could happen to a person as that person ages
that would affect his or her exercise program.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Change 1:
He might get busy with family and work so it is harder to find time to keep
active. He will have to schedule his exercise around these activities.
Change 2:
His metabolism speeds up because he is getting older so exercise becomes
more important.
Change 1:
As people get older, their muscle mass decreases so they would have to
exercise harder to maintain what they have.
Change 2:
As a person gets older, his or her metabolism slows down so if they keep
exercising the same amount as when they were younger, they might put on
?weight.
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4 List two changes that could happen to a person as that person ages
that would affect his or her exercise program.
Student Sample 0-Point Response:
Change 1:
Exercising becomes more expensive
Change 2:
Their muscles all disappear.
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Scoring Guide for number 6:
A 4-point response: The student develops a personal health and fitness plan
based on life goals for leisure and employment.
The student describes an exercise plan (i.e., for muscular strength) using frequency,
intensity, time, and type.
Example:
� Component: Muscular Strength
� F�Maria must complete her strength exercise(s) two times per week or every
other day (Unacceptable�Do strength exercises on the same muscle group
every day).
� I�Maria should start lifting at approximately 70% effort and gradually
increase this amount (Unacceptable�She should increase the number of reps).
� T�She should increase her repetitions and sets (Unacceptable�Thirty
minutes or any other mention of time).
� T �She should use free weights or strength exercises (i.e., push-ups)
(Unacceptable�Running and stretching).
A 3-point response: The student describes an exercise plan (i.e., for muscular
strength) that includes three out of the four parts of the FITT principle.
A 2-point response: The student describes an exercise plan (i.e., for muscular
strength) that includes two out of the four parts of the FITT principle.
A 1-point response: The student describes an exercise plan (i.e., for muscular
strength) that includes one out of the four parts of the FITT principle.
A 0-point response: The student shows little or no understanding of the question.
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6 Maria is a high school student who spends too much time in front of
a TV and computer screen. Maria�s overall level of fitness is low. The
FITT principle is indicated below:
? F Frequency�how often
? I Intensity�at what intensity
? T Time�for how long
? T T ype�the type of activities she
should do
� Choose one of the five
health-related fitness components.
� Create a plan for Maria using the
FITT principle that would help her
to improve her level of fitness in
this component.
Student Sample 4-Point Response:
Health-related fitness component: Muscular Strength
F: She should do strength exercises that are 48 hours apart.
I: She should start lifting with a little effort then gradually try harder.
T: She should increase the number of sets and reps that she does.
T: She could work with weights or resistance training.
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6 Maria is a high school student who spends too much time in front of
a TV and computer screen. Maria�s overall level of fitness is low. The
FITT principle is indicated below:
? F Frequency�how often
? I Intensity�at what intensity
? T Time�for how long
? T T ype�the type of activities she
should do
� Choose one of the five
health-related fitness components.
� Create a plan for Maria using the
FITT principle that would help her
to improve her level of fitness in
this component.
Student Sample 3-Point Response:
Health-related fitness component: cardiorespiratory endurance
F: She should do cardio activities 5 days per week for 30 minutes each day.
I: She should start off slowly and gradually bring herself to her target heart
rate zone.
T: She should increase the amount of time that she does her cardio.
T: She should jog, run, and do cycling.
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6 Maria is a high school student who spends too much time in front of
a TV and computer screen. Maria�s overall level of fitness is low. The
FITT principle is indicated below:
? F Frequency�how often
? I Intensity�at what intensity
? T Time�for how long
? T T ype�the type of activities she
should do
� Choose one of the five
health-related fitness components.
� Create a plan for Maria using the
FITT principle that would help her
to improve her level of fitness in
this component.
Student Sample 2-Point Response:
Health-related fitness component: Muscular strength
F: She has to do strength training every other day.
I: Maria has to try her hardest whenever she works out.
T: She should gradually increase how much she does.
T: She should do a lot of running.
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6 Maria is a high school student who spends too much time in front of
a TV and computer screen. Maria�s overall level of fitness is low. The
FITT principle is indicated below:
? F Frequency�how often
? I Intensity�at what intensity
? T Time�for how long
? T T ype�the type of activities she
should do
� Choose one of the five
health-related fitness components.
� Create a plan for Maria using the
FITT principle that would help her
to improve her level of fitness in
this component.
Student Sample 1-Point Response:
Health-related fitness component: Flexibility
F: she should do stretching exercises 5 days a week.
I: She should start off stretching to the point where it hurts.
T: She should always do it so that she feels some pain.
T: RRunning
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6 Maria is a high school student who spends too much time in front of
a TV and computer screen. Maria�s overall level of fitness is low. The
FITT principle is indicated below:
g F Frequency�how often
? I Intensity�at what intensity
? T Time�for how long
? T T ype�the type of activities she
should do
� Choose one of the five
health-related fitness components.
� Create a plan for Maria using the
FITT principle that would help her
to improve her level of fitness in
this component.
Student Sample 0-Point Response:
Health-related fitness component: Eating
F: She should eat not very much.
I: She should eat meat.
T: She should eat more meat.
T: Hamburger, steak and chicken
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Scoring Guide for number 9:
A 2-point response: The student develops a personal health and fitness plan
based on life goals for leisure and employment.
The student chooses one of the two women and describes one change this woman
can make that would improve her current level of fitness. The student explains how
this change will improve the woman�s level of fitness.
Example:
Lori
� Lori needs to work out more often and needs to increase the intensity of her
exercises. W alking is a good aerobic exercise, but she needs to do it more often,
or at a higher rate, or she must lower her caloric intake.
� So that she may lower her body fat to a healthy level.
OR
Mary
� Mary needs to work out more. Her body fat percentage is good, and her job
might give her enough exercise to stay healthy.
� Exercise outside of her job is good for overall wellness. Exercise is good for
stress relief, physical strength, cardiovascular endurance, and much more.
A 1-point response: The student chooses one of the two individuals and describes
a change this woman can make that would improve her current level of fitness.
A 0-point response: The student shows little or no understanding of the question.
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9 The following occupations place different physical demands on the body.
Occupation One:
Thirty-two-year -old Lori works as an
accountant. She spends much of her day
working at the computer . Her body fat
percentage is above the healthy level for
her age. Lori goes for a twenty-minute walk
once a week.
Occupation Two:
Thirty-two-year -old Mary is a landscaper. Her
job involves digging and lifting. Her body fat
percentage is at a healthy level for her age.
Mary does not exercise outside of her work day.
� Choose one of the individuals above.
� Describe one change this particular
individual needs to make to her life to
improve her current level of fitness.
� Explain how this change will improve her level of fitness.
Student Sample 2-Point Response:
Individual chosen: Lori
Change: She should try to do cardio 5 times a week for 30 minutes each time.
Explain how this change will improve her level of fitness:
This will help her lower her body fat percentage by speeding up her
metabolism.
9 The following occupations place different physical demands on the body.
Occupation One:
Thirty-two-year -old Lori works as an
accountant. She spends much of her day
working at the computer . Her body fat
percentage is above the healthy level for
her age. Lori goes for a twenty-minute walk
once a week.
Occupation Two:
Thirty-two-year -old Mary is a landscaper. Her
job involves digging and lifting. Her body fat
percentage is at a healthy level for her age.
Mary does not exercise outside of her work day.
� Choose one of the individuals above.
� Describe one change this particular
individual needs to make to her life to
improve her current level of fitness.
� Explain how this change will improve her level of fitness.
Student Sample 1-Point Response:
Individual chosen: Mary
Change: Mary needs to spend more time in her target heart rate zone
because she is only lifting at work.
Explain how this change will improve her level of fitness:
This will help her lose weight
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9 The following occupations place different physical demands on the body.
Occupation One:
Thirty-two-year -old Lori works as an
accountant. She spends much of her day
working at the computer . Her body fat
percentage is above the healthy level for her
age. Lori goes for a twenty-minute walk once
a week.
Occupation Two:
Thirty-two-year -old Mary is a landscaper. Her
job involves digging and lifting. Her body fat
percentage is at a healthy level for her age.
Mary does not exercise outside of her work day.
� Choose one of the individuals above.
� Describe one change this particular
individual needs to make to her life to
improve her current level of fitness.
� Explain how this change will improve her level of fitness.
Student Sample 0-Point Response:
Individual chosen: Mary
Change: Mary should relax more
Explain how this change will improve her level of fitness:
She is getting enough exercise at work
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Scoring Guide for number 11:
A 2-point response: The student identifies and explains the mental benefits of
physical activities.
The student describes two mental benefits of regular exercise and provides details
of how each benefit impacts mental health.
Examples of mental benefits:
� Increases mental alertness
� Relieves stress
Examples of how each benefit impacts mental health:
� Dave will be able to stay awake in class.
� He will get along with others better.
A 1-point response: The student describes one benefit and provides one impact
OR
describes two benefits but does not provide the impacts on Dave�s life.
A 0-point response: The student shows little or no understanding of the question.
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11 Dave is a student who knows that participating in a regular exercise
program provides many benefits.
� Name two mental benefits that Dave may gain by participating
in a regular exercise program.
� Provide a specific example of how each mental benefit will impact
Dave�s life.
Student Sample 2-Point Response:
Mental benefit 1:
Dave will be more confident.
Impact on Dave�s life:
He will try new things and meet new people.
Mental benefit 2:
He will reduce his stress.
Impact on Dave�s life:
He will be able to deal with people and things around him.
11 Dave is a student who knows that participating in a regular exercise
program provides many benefits.
� Name two mental benefits that Dave may gain by participating
in a regular exercise program.
� Provide a specific example of how each mental benefit will impact
Dave�s life.
Student Sample 1-Point Response:
Mental benefit 1:
He will be relaxed.
Impact on Dave�s life:
Like when you are relaxed watching TV
Mental benefit 2:
He will not have any more stress.
Impact on Dave�s life:
He won�t have stress.
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11 Dave is a student who knows that participating in a regular exercise
program provides many benefits.
� Name two mental benefits that Dave may gain by participating
in a regular exercise program.
� Provide a specific example of how each mental benefit will impact
Dave�s life.
Student Sample 0-Point Response:
Mental benefit 1:
Control
Impact on Dave�s life:
He learns how to control exercise time.
Mental benefit 2:
His mind
Impact on Dave�s life:
To lose weight at a normal rate
Scoring Guide for number 14:
A 2-point response: The student identifies the six training principles including
overload, specificity , progression, reversibility, rest and recovery, and diminishing
returns. The student identifies two of the remaining training principles listed and
explains the role of each in an exercise program.
Examples (choose two):
� Specificity: The workout should include specific exercises to obtain the desired
fitness or skill that one wants.
� Diminishing returns: This is the point at which the body is fighting itself. This
means, just because someone works out harder, it doesn�t mean they will get
stronger . This is due to improper recovery, nutrition, etc.
� Overload: This is a workout that includes an exercise that goes beyond the
norm to push the individual farther.
� Progression: The amount and intensity of exercise during workouts must
increase gradually.
� Reversibility: Fitness benefits are lost when training stops.
� Rest and recovery: The body needs time for rest to rebuild and recover.
A 1-point response: The student identifies one of the training principles listed
and explains the role of this training principle in an exercise program.
A 0-point response: The student shows little or no understanding of the question.
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14 W arm up and cool down are two training principles that are an
important part of any fitness program. Choose two of the remaining
training principles listed below and explain the role of each in an
exercise program.
� Specificity
� Diminishing returns
� Overload
� Progression
� Reversibility
� Rest and recovery
Student Sample 2-Point Response:
Training principle 1: Specificity
Role in exercise program: If a person wants to run a faster 1000m he
should add sprints to his exercise plan instead of just running 10ks.
Training principle 2: Reversibility
Role in exercise program: If weight lifters quit their workouts or lift
lighter weights, over time they will loose some of their strength. What they have
gained in their training will be reversed. Use it or lose it.
14 W arm up and cool down are two training principles that are an
important part of any fitness program. Choose two of the remaining
training principles listed below and explain the role of each in an
exercise program.
� Specificity
� Diminishing returns
� Overload
� Progression
� Reversibility
� Rest and recovery
Student Sample 1-Point Response:
Training principle 1: Progression
Role in exercise program: In order to improve muscular endurance,
repetitions for weight lifting should be increased gradually over a period
of time.
Training principle 2: Diminishing returns
Role in exercise program: If people quit their exercise programs, their
muscles will return to the way they were before.
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14 W arm up and cool down are two training principles that are an
important part of any fitness program. Choose two of the remaining
training principles listed below and explain the role of each in an
exercise program.
� Specificity
� Diminishing returns
� Overload
� Progression
� Reversibility
� Rest and recovery
Student Sample 0-Point Response:
Training principle 1: Overload
Role in exercise program: Carrying too much.
Training principle 2: Specificity
Role in exercise program: Using the right sports equipment.
Scoring Guide for number 16:
A 4-point response: The student identifies and defines changes for setting
health-related physical fitness goals.
The student describes four specific changes that W illis can make to his life that
would help him reach his goals.
Examples:
� See a doctor
� Develop an exercise program for strength
� Develop an exercise program for cardiorespiratory endurance
� Change his diet
� Hire a personal trainer
� Keep a journal
� Have a social support system.
Unacceptable:
� Eat right (well)
� Work out
� Run.
A 3-point response: The student describes three changes that Willis can make to
his life that would help him reach his goals.
A 2-point response: The student describes two changes that Willis can make to
his life that would help him reach his goals.
A 1-point response: The student describes one change that Willis can make to his
life that would help him reach his goals.
A 0-point response: The student shows little or no understanding of the question.
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16 Willis, a 22-year -old college student, has not exercised since high school.
His lifestyle is sedentary , and his diet is poor. The results of a fitness
evaluation show that he is in the unhealthy range in muscular strength,
cardiorespiratory endurance, and body composition.
� List four personal changes that Willis could make to help him reach his
fitness goals.
Student Sample 4-Point Response:
Change 1:
Willis should first see his doctor for help especially if he is really over-weight
and out-of-shape.
Change 2:
He should develop a cardio program so that he can build up his cardio
endurance and reduce his body fat. He could start walking three times a
week for 30 minutes and then switch to jogging.
Change 3:
Willis should develop a strength exercise program by lifting weights.
He should start off slowly and then gradually increase his weight.
Change 4:
He could hire a personal trainer to help him.
16 Willis, a 22-year -old college student, has not exercised since high school.
His lifestyle is sedentary , and his diet is poor. The results of a fitness
evaluation show that he is in the unhealthy range in muscular strength,
cardiorespiratory endurance, and body composition.
� List four personal changes that Willis could make to help him reach his
fitness goals.
Student Sample 3-Point Response:
Change 1:
Willis could change his diet by eating fatty food only once per week as a treat.
Change 2:
He could go for a jog for 30 minutes, 3 times a week.
Change 3:
He should get healthy.
Change 4:
He should do 30 push-ups per night so that he can increase some of his
muscular strength.
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16 Willis, a 22-year -old college student, has not exercised since high school.
His lifestyle is sedentary , and his diet is poor. The results of a fitness
evaluation show that he is in the unhealthy range in muscular strength,
cardiorespiratory endurance, and body composition.
� List four personal changes that Willis could make to help him reach his
fitness goals.
Student Sample 2-Point Response:
Change 1:
He should do cardio-respiratory exercises so that he can lower his body fat.
He should get his heart rate up into the target zone 3 times a week.
Change 2:
He could increase his muscular strength by going to the gym twice a week and
work out with weights.
Change 3:
He should eat less.
Change 4:
He is too lazy.
16 Willis, a 22-year -old college student, has not exercised since high school.
His lifestyle is sedentary , and his diet is poor. The results of a fitness
evaluation show that he is in the unhealthy range in muscular strength,
cardiorespiratory endurance, and body composition.
� List four personal changes that Willis could make to help him reach his
fitness goals.
Student Sample 1-Point Response:
Change 1:
He needs to exercise.
Change 2:
He should run 1 mile 5 times a week to build up his cardio.
Change 3:
He should eat better food.
Change 4:
He should go to the gym.
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16 Willis, a 22-year -old college student, has not exercised since high school.
His lifestyle is sedentary , and his diet is poor. The results of a fitness
evaluation show that he is in the unhealthy range in muscular strength,
cardiorespiratory endurance, and body composition.
� List four personal changes that Willis could make to help him reach his
fitness goals.
Student Sample 0-Point Response:
Change 1:
He should never watch TV.
Change 2:
He should not go out to eat.
Change 3:
He should only play certain sports.
Change 4:
He should work harder.
Scoring Guide for number 18:
A 2-point response: The student understands the relationship of nutrition and
food nutrients to physical performance and body composition.
The student explains how Pam will be able to maintain her current weight during
track season and includes the relationship between calorie intake and energy
demands in his or her answer.
Example:
Due to Pam� s increased energy level, she must eat more calories to maintain her
current weight. Pam�s calorie input must equal her calorie output.
OR
The calorie intake should be the same as calorie expenditure so Pam needs to eat
more because she is more active on the track team.
Unacceptable: She should consume the same number of calories as when she was in
the chess club because she wants to maintain the same weight.
A 1-point response: The student explains how Pam will be able to maintain her
current weight during track season but does not include the relationship between
calorie intake and energy demands.
A 0-point response: The student shows little or no understanding of the question.
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18 Pam wants to switch from being a member of the school chess club to
being a member of the school track team. This change will result in a
significant increase in her level of physical activity.
� Pam would like to stay at her current weight. Explain how Pam will be
able to maintain her current weight during track season.
� In your answer , discuss the relationship that exists between calorie
intake and energy demands.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Student Sample 0-Point Response:
Pam will stay the same weight if she keeps eating the same amount
of food.
Pam will need to eat more.
Pam will be more active with the track club so she will need to take more
calories in to balance her energy needs. If your body demands more energy,
you will have to take more calories in.
Scoring Guide for number 20:
A 2-point response: The student analyzes health and safety information.
The student describes two ways advertisers mislead the public about health and
fitness products.
Examples (choose two):
� Most weight-loss gadgets have beautiful models posing for their products,
saying that the product got them in this shape. The truth is that the model has
been like this for years, works out hard on a regular basis, and eats
healthfully , but they don�t mention those details.
� Other misleading advertisements are the weight-loss pills that promise weight
loss without exercise. True, someone might lose weight the first week or two
due to stimulants that are in the pills, but a person may become addicted to
these pills to maintain his/her weight.
� Advertisers should also stop showing off healthy , athletic people in their ads,
because a person might lose weight, but he/she is not going to get an athlete� s
body.
A 1-point response: The student describes one way advertisers mislead the public.
A 0-point response: The student shows little or no understanding of the question.
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20 Showing unrealistic body images of men and women in
advertisements is a common way many advertisers may mislead
the public in an effort to sell health and fitness products.
Describe two additional examples of how advertisers may mislead
the public in an effort to sell health and fitness products.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Example 1:
They don�t tell you about harmful ingredients used to make the product.
Example 2:
They sell illegal stuff.
Example 1:
Advertisers only tell the good part about it and not the bad effects.
Example 2:
They say that everyone is doing it.
20 Showing unrealistic body images of men and women in
advertisements is a common way many advertisers may mislead
the public in an effort to sell health and fitness products.
Describe two additional examples of how advertisers may mislead
the public in an effort to sell health and fitness products.
Student Sample 0-Point Response:
Example 1:
They sell things that you need.
Example 2:
They are expensive to make.
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Scoring Guide for number 22:
A 4-point response: The student incorporates safety procedures into activities and
individual fitness plans for leisure and employment.
The student names the action that is associated with each letter in the acronym
RICE. The student describes the appropriate first aid treatment that is associated
with each action.
Example:
� R: rest
� Rest means to stay off the injured part of the body.
� I: ice
� Ice means to apply ice to the injury for 20 minutes on and 20 minutes off,
repeating the process two or three times.
� C: compression
� Compression means to wrap the injury with a bandage to secure it.
� E: elevate
� Elevate means to raise the injured part of the body as high as possible to help
reduce swelling.
A 3-point response: The student names the action that is associated with at least
three of the letters in the acronym RICE. The student describes the appropriate
first aid treatment that is associated with three of the actions named.
A 2-point response: The student names the action that is associated with at least
two of the letters in the acronym RICE. The student describes the appropriate first
aid treatment that is associated with two of the actions named.
A 1-point response: The student names the action that is associated with at least
one of the letters in the acronym RICE. The student describes the appropriate first
aid treatment that is associated with one of the actions named.
A 0-point response: The student shows little or no understanding of the question.
22 Juanita sprains her ankle while playing tennis. Marcus tells her to use the
RICE method of first aid to help her heal her injury.
� Name the action that is associated with each letter in the
acronym RICE.
� Describe the first aid treatment that is associated with each action.
Student Sample 4-Point Response:
R: Rest
Treatment: You have to rest your injury so you don�t further hurt yourself.
I: Ice
Treatment: You should add ice to your injury.
C: Compression
Treatment: She should wrap the injured parts of her body. If bleeding put
pressure on it.
E: Elevate
Treatment: Raise her injured ankle as high as possible.
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22 Juanita sprains her ankle while playing tennis. Marcus tells her to use the
RICE method of first aid to help her heal her injury.
� Name the action that is associated with each letter in the
acronym RICE.
� Describe the first aid treatment that is associated with each action.
Student Sample 3-Point Response:
R: Rest
Treatment: You have to rest your ankle to prevent further injury.
I: Ice
Treatment: 20 minutes, take off 20 minutes, repeat
C: Compression
Treatment: Wrapping a bandage around her ankle will give it compression
(not too tight but just enough).
E: Evalluation
Treatment: Get the blood flowing by doing the RICE method.
22 Juanita sprains her ankle while playing tennis. Marcus tells her to use the
RICE method of first aid to help her heal her injury.
� Name the action that is associated with each letter in the
acronym RICE.
� Describe the first aid treatment that is associated with each action.
Student Sample 2-Point Response:
R: Rest
Treatment: Resting her ankle will help it heal fast because she is not using
it.
I: Ice
Treatment: Ice helps to take away the pain.
C: Compression
Treatment: This is mouth to mouth if she needs it.
E: Elevation
Treatment: This is the amount of blood that is flowing from her cut.
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22 Juanita sprains her ankle while playing tennis. Marcus tells her to use the
RICE method of first aid to help her heal her injury.
� Name the action that is associated with each letter in the
acronym RICE.
� Describe the first aid treatment that is associated with each action.
Student Sample 1-Point Response:
R: Rest
Treatment: Make sure you do the rest of the steps.
I: Ice
Treatment: Makes it cold.
C: Compression
Treatment: Watch for bruising.
E: Elevation
Treatment: Get her injury up higher than her heart.
22 Juanita sprains her ankle while playing tennis. Marcus tells her to use the
RICE method of first aid to help her heal her injury.
� Name the action that is associated with each letter in the
acronym RICE.
� Describe the first aid treatment that is associated with each action.
Student Sample 0-Point Response:
R: Rest
Treatment:
I: Ice
Treatment:
C: Compression
Treatment:
E: Elevation
Treatment:
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Scoring Guide for number 24:
A 2-point response: The student develops a health and fitness log and a
monitoring system.
The student gives two good reasons to keep a fitness log.
Examples (choose two):
� A fitness log will keep track of how many days a person works out.
� A fitness log will keep track of how much a person lifts, runs, exercises, etc.,
to see if he/she is doing too much or too little.
� A fitness log will monitor how much weight a person is lifting so he/she
knows when to go up in weight or repetitions.
� A fitness log will help to set exercise goals and to see if a person reaches
those goals.
� A fitness log would help remind a person what worked, what didn�t work,
and what was done the last time he/she exercised to avoid repetition.
� A fitness log will help a person monitor improvement.
� A fitness log will help a person keep track of food intake.
A 1-point response: The student gives one good reason to keep a fitness log.
A 0-point response: The student shows little or no understanding of the question.
24 Jesse keeps a record of his workouts in a log book.
Describe two ways that the information in this log book can be used to
help Jesse meet his fitness goals.
Student Sample 2-Point Response:
One way the information in this fitness log can be used:
Jesse can see if he needs to increase or decrease the amount of exercising
he is doing.
Another way the information in this fitness log can be used:
By writing down what you have done and how you�ve done it you know how
close you are to your goals.
F i
tness L
o g
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24 Jesse keeps a record of his workouts in a log book.
Describe two ways that the information in this log book can be used to
help Jesse meet his fitness goals.
Student Sample 1-Point Response:
One way the information in this fitness log can be used:
He will be able to see his progress.
Another way the information in this fitness log can be used:
He can exercise more.
F i
tness L
o g
24 Jesse keeps a record of his workouts in a log book.
Describe two ways that the information in this log book can be used to
help Jesse meet his fitness goals.
Student Sample 0-Point Response:
One way the information in this fitness log can be used:
For a test
Another way the information in this fitness log can be used:
For making him more fit
F i
tness L
o g
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Scoring Guide for number 29:
A 2-point response: The student chooses two out of the three test areas and, for
each of the two areas chosen, provides one suggestion that may help him improve
his score in each particular area.
Example:
� W ade has poor abdominal strength (curl-ups).
� He has poor flexibility (sit-and-reach).
� W ade needs to do more curl-ups to increase his abdominal strength.
� He also needs to stretch more to increase his flexibility.
A 1-point response: The student chooses one out of the three test areas and, for
the area chosen, provides one suggestion that may help him improve his score in
that particular area.
A 0-point response: The student shows little or no understanding of the question.
29 W ade completed a fitness test at his school. He was tested in three separate
areas. His score in each area and the Minimum Health-Related Standard for
each particular area are illustrated in the chart below.
W ade needs to improve his score in all three test areas.
� Choose two of the three test areas.
� For each of the two areas chosen, provide one suggestion that may help
him improve his score in each particular area.
Student Sample 2-Point Response:
One area that needs improvement:
Sit-and-reach
One suggestion for improvement:
Do stretching exercises more than three times a week. For example calf
stretches, ballet, and yoga.
Another area that needs improvement:
CCurl--ups
One suggestion for improvement:
Wade could do gradually increasing curl-up reps more than three times
a week.
Test Area Wade�s Score Minimum Health-Related
Standard
Sit-and-reach (inches) 6 8
Curl-ups 20 24
Push-ups 11 16
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29 W ade completed a fitness test at his school. He was tested in three separate
areas. His score in each area and the Minimum Health-Related Standard for
each particular area are illustrated in the chart below.
W ade needs to improve his score in all three test areas.
� Choose two of the three test areas.
� For each of the two areas chosen, provide one suggestion that may help
him improve his score in each particular area.
Student Sample 1-Point Response:
One area that needs improvement:
PPush--ups
One suggestion for improvement:
He could do bench presses.
Another area that needs improvement:
Cardio
One suggestion for improvement:
He should run more.
Test Area Wade � s Score Minimum Health-Related
Standard
Sit-and-reach (inches) 6 8
Curl-ups 20 24
Push-ups 11 16
29 W ade completed a fitness test at his school. He was tested in three separate
areas. His score in each area and the Minimum Health-Related Standard for
each particular area are illustrated in the chart below.
W ade needs to improve his score in all three test areas.
� Choose two of the three test areas.
� For each of the two areas chosen, provide one suggestion that may help
him improve his score in each particular area.
Student Sample 0-Point Response:
One area that needs improvement:
CCurl--ups
One suggestion for improvement:
Another area that needs improvement:
PPush--ups
One suggestion for improvement:
Test Area Wade � s Score Minimum Health-Related
Standard
Sit-and-reach (inches) 6 8
Curl-ups 20 24
Push-ups 11 16
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Vocabulary
Students should be familiar with the following terms. Before administering this
test, you might wish to review the meaning of each term with your students.
Calorie Expenditure
Calorie Intake
Component
FITT
Intensity
Progression
Protocol
Sedentary
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