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Fitness Assessments
Fitness Test
Plank (elbows/toes)
Grip Strength
Sit and Reach (cm)
12-minute Run
Your Score
Average Norm for your Age/Gender
After completing your fitness assessments, please respond to the following questions in paragraph form.
Refer to the rubric below for grading guidance.
In what areas did you excel? Was this surprising to you? Why or Why Not?
In what areas did you struggle? Was this surprising to you? Why or Why Not?
Did any of these fitness tests relate to your class goal? If so, which ones? Or will you be adding/changing your class goal because of these scores?
Why or why not?
Overall, relative to your fitness assessment scores, how would you describe your fitness level?
Please respond to the following:
Why is it important to develop a lifetime physical activity plan even if you would consider yourself in the ?good? fitness zone now?
Explain why you should not compare yourself to others when assessing your fitness levels and needs.
Above Standards (4)
Meets Standards (3)
Approaching Standards
Below Standards (1)
Evidence of
metacognition. Students
shows deep self-analysis
and introspection.
Summary clearly shares
student?s heart in how
the project impacted
Some reflection and deep
thought. Some personal
growth realized.
Minimal investment of
time shown. Little to no
personal reflection
evident. Shallow
conclusions, lacks
personal insight. No
growth is evident.
Lacks personal reflection.
Student carefully
analyzed the
information collected
and drew appropriate
and inventive
conclusions supported
by evidence. Voice of
the student writer is
evident. Growth in a
personal level is evident.
Paper shows that a good
effort was made in
analyzing the information
gathered. It is evident the
student experienced
personal growth.
Student conclusions
could be supported by
stronger evidence. Level
of analysis lacking depth.
Limited evidence of new
learning or personal
growth is apparent.
Student conclusions are a simple
re-statement of information. No
evidence of personal growth.
Student shows mastery
of the learning guidance
materials provided.
Answers thoroughly
address the questions.
Student shows
understanding of the
learning guidance materials
provided. Answers address
the questions.
Student lacking
understanding of the
learning guidance
materials provided.
Answers are missing key
Student either did not answer the
questions or shows a
misunderstanding of the learning
guidance materials provided.
Paper is error-free.
Correct spelling,
punctuation, sentence
construction, and
Written materials are
mostly error free. (No more
than 3).
Many errors present (>3).
Detracts from fluidity of
written information.
No effort is apparent in proofreading or self-editing. No regard
for proper grammar, punctuation,
spelling, or good writing

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