Fitness Activity Worksheet – Week 6: Ongoing Fitness Assessment Track 2 Student’s Name: Fitness Activities: 1. Body Composition Assessments Body Mass Index (BMI) BMI Results Student’s Name BMI Weight Classification Risk Classification Tara Grace Jessica George Steven Willie Waist-Hip Circumference Waist-Hip Circumference Results Student’s Name Waist Circumference Risk Classification Waist-to-Hip Ratio Waist-to-Hip Ratio Risk Classification Tara Grace Jessica George Steven Willie Based on a comparison between their body composition assessments in Week 1 and Week 6, what feedback would you provide to each of the students regarding their body composition assessments? Recommend two strategies to assist the students to either maintain or improve their body composition in the future. 2. Cardiorespiratory Assessment: 1-Mile Walk 1-Mile Walk Results Student’s Name Fitness Category Based on 1-Mile Walk Time Tara Grace Jessica George Steven Willie Based on a comparison of each student’s cardiorespiratory assessment in Week 1 and Week 6, what feedback would you provide to each of the students regarding their cardiorespiratory fitness? Recommend two strategies to assist the students to either maintain or improve their cardiorespiratory fitness in the future. 3. Muscular Endurance Assessments Muscular Endurance Assessment Results Student’s Name Push-up Fitness Category Sit-up Fitness Category Curl-up Fitness Category Tara Grace Jessica George Steven Willie Based on a comparison of each student’s muscular endurance assessments in Week 1 and Week 6, what feedback would you provide to each of the students regarding their muscular endurance assessments? Recommend two strategies to assist the students to either maintain or improve their muscular endurance in the future. 4. Flexibility Assessments Flexibility Assessment Results Student’s Name Sit and Reach Test Fitness Category (add 9 to the score you recorded to compare it to the Table 5.3) Left Shoulder Flexibility Fitness Category Right Shoulder Flexibility Fitness Category Tara Grace Jessica George Steven Willie Based on a comparison of each student’s flexibility assessments in Week 1 and Week 6, what feedback would you provide to each of the students regarding their flexibility assessment? Recommend two strategies to assist the students to either maintain or improve their flexibility fitness in the future. Reference: Powers, S. K., Dodd, S. L., & Jackson, E. M. (2011). Total fitness & wellness (brief 5e, media update). San Francisco, CA: Pearson/Benjamin Cummings. © 2012 Laureate Education, Inc. Fitness Activity Instructions – Week 6: Ongoing Fitness Assessment Track 2 Introduction: Performing an ongoing fitness assessment is an ideal way to measure the progress that was made during a fitness program and acts as a quantitative way to measure goal achievement. In addition, a fitness assessment is a helpful tool for me ...

1. Fitness Activity Worksheet – Week 6: Ongoing Fitness
Assessment
Track 2
Student’s Name:
Fitness Activities:
1. Body Composition Assessments
Body Mass Index (BMI)
BMI Results
Student’s Name
BMI
Weight Classification
Risk Classification
Tara
Grace
Jessica
George
Steven

2. Willie
Waist-Hip Circumference
Waist-Hip Circumference Results
Student’s Name
Waist Circumference Risk Classification
Waist-to-Hip Ratio
Waist-to-Hip Ratio Risk Classification
Tara
Grace
Jessica
George
Steven
Willie
Based on a comparison between their body composition
assessments in Week 1 and Week 6, what feedback would you

3. provide to each of the students regarding their body
composition assessments?
Recommend two strategies to assist the students to either
maintain or improve their body composition in the future.
2. Cardiorespiratory Assessment: 1-Mile Walk
1-Mile Walk Results
Student’s Name
Fitness Category Based on 1-Mile Walk Time
Tara
Grace
Jessica
George
Steven
Willie
Based on a comparison of each student’s cardiorespiratory
assessment in Week 1 and Week 6, what feedback would you
provide to each of the students regarding their cardiorespiratory
fitness?
Recommend two strategies to assist the students to either
maintain or improve their cardiorespiratory fitness in the future.
3. Muscular Endurance Assessments
Muscular Endurance Assessment Results
Student’s Name
Push-up Fitness Category
Sit-up Fitness Category
Curl-up Fitness Category
Tara

4. Grace
Jessica
George
Steven
Willie
Based on a comparison of each student’s muscular endurance
assessments in Week 1 and Week 6, what feedback would you
provide to each of the students regarding their muscular
endurance assessments?
Recommend two strategies to assist the students to either
maintain or improve their muscular endurance in the future.
4. Flexibility Assessments
Flexibility Assessment Results
Student’s Name
Sit and Reach Test Fitness Category (add 9 to the score you
recorded to compare it to the Table 5.3)
Left Shoulder Flexibility Fitness Category

5. Right Shoulder Flexibility Fitness Category
Tara
Grace
Jessica
George
Steven
Willie
Based on a comparison of each student’s flexibility assessments
in Week 1 and Week 6, what feedback would you provide to
each of the students regarding their flexibility assessment?
Recommend two strategies to assist the students to either
maintain or improve their flexibility fitness in the future.
Reference:
Powers, S. K., Dodd, S. L., & Jackson, E. M. (2011). Total
fitness & wellness (brief 5e, media update). San Francisco, CA:
Pearson/Benjamin Cummings.

6. © 2012 Laureate Education, Inc.
Fitness Activity Instructions – Week 6: Ongoing Fitness
Assessment
Track 2
Introduction:
Performing an ongoing fitness assessment is an ideal way to
measure the progress that was made during a fitness program
and acts as a quantitative way to measure goal achievement. In
addition, a fitness assessment is a helpful tool for measuring an
individual’s fitness at a given point in time. It also provides a
baseline against which to measure progress while participating
in a physical fitness program.
For this week’s Fitness Activities, you act in the role of a coach
for a group of six fictional fitness students. You will be
provided with fitness assessment results for each of these
students. Complete the ongoing fitness assessment by analyzing
the results for all six students and evaluating their progress
based on their results from Week 1.
Student Statistics:
The following is information about the six fictional students
you will be evaluating:
· Tara, 41-year-old female
· Grace, 68-year-old female
· Jessica, 21–year-old female
· George, 85-year-old male
· Steven, 38-year old male

7. · Willie, 51-year-old male
Preparation:
Review the media titled “Fitness Activities: Baseline Fitness
Assessment,” “Fitness Activities: Muscular Endurance
Assessments,” and “Fitness Activities: Assessing Flexibility.”
Pay particular attention to the instructions provided for each
fitness assessment.
Fitness Activities:
1. Body Composition Assessments
Body Mass Index – Body mass index (BMI) is a common way to
assess an individual’s health risks using height and weight.
Student Data Set for BMI
Student’s Name
Height
Weight
Tara
64 in.
207 lbs.
Grace
64 in.
174 lbs.
Jessica
70 in.
167 lbs.
George
72 in.
204 lbs.
Steven
67 in.
194 lbs.
Willie
73 in.

8. 220 lbs.
Process:
To calculate your BMI, determine your height and weight and
use one of the following formulas:
BMI = (weight (pounds) / height (inches)2 ) x 703
BMI = weight (kg) / height (m)2
Waist-Hip Circumference – Waist-hip circumference is an
alternate way of assessing an individual’s health risk. In
addition, this technique provides some insight into how fatty
tissue is distributed around the body.
Student Data Set for Waist-Hip Circumference
Student’s Name
Waist Measurement
Hip Measurement
Tara
42 in.
47.5 in.
Grace
37 in.
43 in.
Jessica
40 in.
52 in.
George
40 in.
41 in.
Steven
37 in.
41 in.
Willie
41 in.
43 in.
Process:

9. Waist measurement – Using a flexible tape measure (or a piece
of string combined with a ruler), measure the distance around
the body at the level of the navel. Make sure to perform the
measurement after exhaling a normal breath.
Hip measurement – Using a flexible tape measure, measure the
distance around the hips at the maximum circumference of the
buttocks.
Waist-to-hip ratio = waist circumference (in.) / hip
circumference (in.)
Review Tables 6.1 and 6.4 in your textbook to determine
categories and risk classifications for BMI, waist
circumference, and waist-to-hip ratio.
2. Cardiorespiratory Assessment: 1-Mile Walk
The 1-mile walk is a standard assessment of cardiorespiratory
fitness. The goal is to walk 1 mile as quickly as possible. The
walk should be timed over a measured distance. While it might
be tempting to increase speed, this test should be performed
walking as briskly as possible, but not jogging or running.
Student Data Set for 1-Mile Walk Assessment
Student’s Name
1-Mile Walk Time
Tara
17 minutes: 15 seconds
Grace
10 minutes: 55 seconds
Jessica
18 minutes: 25 seconds
George
18 minutes: 25 seconds
Steven
14 minutes: 43 seconds
Willie

10. 13 minutes: 10 seconds
Process:
Before beginning this test, perform 5–10 minutes of warm-up
activities. Once warmed up, record the time it takes to walk a
measured distance of 1 mile.
Review Table 3.2 in your textbook to determine the fitness
classification based on the 1-mile walk test.
3. Muscular Endurance Assessments
Muscular endurance is an essential part of any fitness program.
Complete the following muscular endurance assessments while
maintaining appropriate form.
Student Data Set for Muscular Endurance Assessments
Student’s Name
Push-up Test
Sit-up Test
Curl-up Test
Tara
27 (modified)
38
34
Grace
22 (modified)
13
10
Jessica
10
18
16
George
7
9
10

11. Steven
30
26
18
Willie
15
22
11
Process:
Push-up test – Perform as many push-ups as possible in 60
seconds while maintaining correct form. Use either the standard
or modified version of the push-up.
Sit-up test – Perform as many sit-ups as possible in 60 seconds
while maintaining correct form.
Curl-up test – Perform as many curl-ups as possible in 60
seconds while maintaining correct form.
Review Tables 4.7, 4.8, and 4.9 in your textbook to determine
your fitness categories for the muscular endurance assessments.
4. Flexibility Assessments
Student Data for Flexibility Assessment
Student’s Name
Sit and Reach Test
Left Shoulder Flexibility Test
Right Shoulder Flexibility Test
Tara
13.5 in.
2 in.
2 in.
Grace
9 in.
1 in.
1 in.
Jessica
25 in.

12. 3 in.
3 in.
George
7 in.
0 in.
1 in.
Steven
16 in.
3 in.
3 in.
Willie
7 in.
1 in.
0 in.
Sit and Reach Test – The sit and reach test is a general
flexibility assessment.
Process:
Before conducting the assessment, warm up and stretch. While
keeping the feet pointed upwards and the knees straight, slowly
and steadily reach forward as far as possible. Have a partner
record the distance reached beyond the heels of the feet. Repeat
the test three times and record the best results.
Shoulder Flexibility Test – The shoulder flexibility test targets
the shoulders and measures their flexibility.
Process:
When performing the test, measure the distance of finger
overlap to the nearest inch. For example, an overlap of ¾ inch
would be recorded as 1 inch. If the fingers do not overlap,
record the score as -1. Finally, if the fingertips barely touch,
record the score as 0. Make sure to perform the test on both
sides. Before conducting the assessment, warm up and stretch.
Review Tables 5.3 and 5.4 in your textbook to determine the
fitness category classifications for the sit and reach and

13. shoulder flexibility tests.
Reference:
Powers, S. K., Dodd, S. L., & Jackson, E. M. (2011). Total
fitness & wellness (brief 5e, media update). San Francisco, CA:
Pearson/Benjamin Cummings.
© 2012 Laureate Education, Inc.