Study Notes on Fitness Assessments from University of Oklahoma

Purpose

• Gather baseline data regarding the basis of goals for effective exercise programs.

• Important for: - Goal and program development: Essential for tailoring fitness plans.

  • Rate of progress: Monitoring improvement over time.

  • Determination of potential strengths and weaknesses: Identify areas that need focus.

  • Short, intermediate, and long-term goal-setting: Establishing realistic and attainable targets.

  • A record of documentation: Keeping track of progress and assessments.

  • Compare against available norms: Evaluating performance relative to standard benchmarks.

Choosing Assessments

• Decisions should be based on: - The client's apparent health and risk for an adverse cardiovascular event.

  • Desired program outcomes (goals).

• Two ways to evaluate assessments: 1. Formative:

  • Formal, specified test protocol that offers the personal trainer (PT) an opportunity to formulate the program.

  • Example: 1 Repetition Maximum (1RM) test.

  1. Summative:

  • Represents a sum total of what has been accomplished in a given period (training period, class, or season).

  • Example: Improvement on 1RM over the past 6 months.

Assessment Terminology

Reliability

• Definition: A measure of repeatability or consistency of a test or observation. - Must measure the same trait under the same conditions.

  • Tests chosen to assess clients must be reliable!

• Types of Reliability: - Test-retest reliability:

  • Assessed when a test is repeated with the same individual or group within one to three days.

  • Intra-rater reliability: person performing the test

  • The person conducting the test must be consistent in administering it.

  • It is possible for a personal trainer to be reliable but NOT accurate!

Validity

• Definition: Measures what it is supposed to measure. Ensures the test score is truthful.

• Types of Validity: - Face validity:

  • The test appears to measure what it is supposed to measure.

  • Content validity:

  • Determined by experts that the test covers all relevant topics or abilities.

  • Example: A volleyball athlete should undergo more than just jumping tests.

  • Construct validity:

  • The test is able to differentiate between performance abilities. (highly or lowly trained)

  • Example: Comparing VO2max of an athlete versus the general population.

  • Criterion-related validity:

  • Field-based tests compared against criterion laboratory tests.

  • Example: 12-minute test.

Factors Affecting Assessments

Standard Error of Measurement

• Definition: The difference between a person's observed score (assessment) and true score (theory).

• Note: All tests contain some error!

Factors Affecting Accuracy

• Client Factors: - Health/training status and functional capacity.

  • Age, Sex, Race, or Ethnicity? (different tests for different types of people)

• Personal Trainer Factors: - Experience and training.

  • Following proper protocol.

Factors affecting assessments

• Equipment: Must be calibrated and maintained.

• Environment: - Temperature and Humidity.

  • Altitude:

  • Over $1,900$ ft ($580$ m) affects endurance testing; takes $9-12$ days to adjust. (less oxygen)

  • Test Setting:

  • Reduce distractions and anxiety.

  • Pollution:

  • Air quality index.

Test Preparation

1. Educate clients on: - Test content, pre-test requirements, and expectations.

   • Client goals, personal trainer experience, and risk-to-benefit ratio.

2. Safety Considerations: - Health appraisal, required paperwork, physician referral, and medical contraindications.

3. Right facilities and maintain accurate equipment.

4. Client Readiness: - Consider sleep, dietary intake, medication, attire, and provide an explanation of testing conditions.

5. Record-Keeping System: - quick, understandable, secure, and confidential.

Test Implementation (less fatigue → more fatigue)

General Fitness Assessment Sequence

1. Resting measures (i.e. Heart Rate [HR], Blood Pressure [BP], Body Composition).

2. Non-fatiguing test (i.e. flexibility, balance).

3. Muscular strength tests (e.g., 1-RM).

4. Muscular endurance tests (e.g., YMCA Bench Press test, partial curl-up test).

5. Sub-maximal aerobic capacity tests (e.g., step test or 12-minute run/walk).

Athletic Performance Assessment Sequence

1. Resting tests (HR, BP, Body Composition).

2. Non-fatiguing (flexibility, vertical jump).

3. Agility Test (T-test).

4. Maximum Power and Strength (1RM).

5. Sprint tests (e.g., 40-yd dash).

6. Muscular endurance tests (e.g., 1-min sit-up test).

7. Anaerobic Capacity Tests (e.g., Wingate, 300-yd shuttle).

8. Maximal or submaximal aerobic capacity tests (e.g., GXT, 1.5-mile run).

Indications to Stop the Test (SAFETY)

• GENERAL INDICATIONS FOR STOPPING AN EXERCISE TEST: - Onset of angina or angina-like symptoms. (CHEST PAIN)

  • Drop in systolic BP of $\ge10$ mmHg with an increased workload or if SBP decreases below prior position value.

  • Excessive rise in BP: systolic pressure >250 mmHg and/or diastolic pressure >115 mmHg.

  • Shortness of breath, wheezing, leg cramps, or claudication.

  • Signs of poor perfusion (e.g., light-headedness, confusion, ataxia, pallor, cyanosis, cold or clammy skin, or nausea).

  • Failure of HR to rise with increased exercise intensity.

  • Noticeable changes in heart rhythm observable by palpation, auscultation, or ECG.

  • Client requests to stop.

  • Physical or verbal manifestations of severe fatigue.

  • Failure of testing equipment.

  • Source: Adapted from American College of Sports Medicine.

Interpretation of Results

• The interpretation of baseline data depends on the assessment's specific purpose and the goals of the client.

Reference Perspectives for Data Comparison

1. Norm-referenced standards: - Compare the individual against performance metrics of others in a similar category.

   • Delivered typically as a percentile score.

   • Warning: Clients should not misinterpret percentiles; for example, $50\%$ does not mean "failing."

Norm-referenced Standards

TABLE 11.25 YMCA Bench Press Norms

• Age (years) vs. Percentile:- $18-25$: Male - $90$ | Female - $80$

  • $26-35$: Male - $37$ | Female - $70$

  • $36-45$: Male - $29$ | Female - $26$

  • $46-55$: Male - $40$ | Female - $30$

  • $56-65$: Male - $22$ | Female - $20$

  • $66+$: Male - $10$ | Female - $10$

• Note: Score reflects the number of repetitions completed in one minute using an $80$ lb ($36$ kg) barbell for men and $35$ lb ($16$ kg) barbell for women.

Criterion-referenced Standards

• Definition: A criterion for healthy standards.

• Application: Used to measure progress and evaluate both the degree of achievement of fitness goals and risk factors related to cardiovascular disease (CVD).