PSDPE Student Growth Model Assessment Philosophy & Action Plan:

PSDPE Mission Statement

Physical education and health are an essential part of the total educational process and contribute to the overall growth and development of the individual child. This process must be based upon the physical, social, and emotional needs of the student. Every child needs to be afforded the opportunity to grow in the areas of knowledge and understanding, motor skills, attitudes, and personal fitness that will enable him/her to achieve a lifestyle in which regular, vigorous physical activity, nutrition, and healthy choices become an integral part. To these ends our physical education and health programs embrace the following:

We believe that a quality physical education program . . .

1. is standards-based,

2. is developmentally appropriate,

3. is sequential and progressive,

4. encompasses skills, knowledge, and character in its approach,

5. emphasizes recreational lifestyle skills acquisition and development,

6. maximizes applied learning time and minimum of 75% moderate to vigorous exercise,

7. provides appropriate challenges and choices,

8. promotes responsible behaviors and attitudes toward self, others, and our environment,

9. employs efficient, effective grading and assessment practices, and

10. has teachers who demonstrate exemplary instructional/assessment strategies with integrity.

Assessment Purpose

1) To measure the level of student proficiency in physical education to ensure (1-10 above):

  • Quality (enjoyment, relevance, developmentally appropriate, etc.)

  • Equality (district-wide vertical and horizontal articulation of expectations and, therefore, opportunity) of education.

Note: Although growth model expectations, best practices, and instructional approach regarding assessment are the same across the district, curricular models may vary.

2) To provide and accomplish:

  • Individual student instructional goals - student & teacher co-create goals and instructional plans for individual student skills/knowledge development.

  • Classroom/grade-level group goals - teacher creates class goals and instructional plans based on overall pretest results (student needs) and trends for group skills/knowledge development.

  • Poudre School District expectations and goals – District creates scope and sequence and skills assessments to direct instructional focus for PSDPE and address curricular, professional, and facilities needs.

  • Colorado State Standards student growth expectations met or remedied.

  • Colorado Department of Education/PSD teacher effectiveness expectations met or remedied.

  • (Future) National Common Core Academic Standards expectations met or remedied.

Assessment Philosophy, Approach, and Agreements

1) We will implement a well-balanced assessment/growth model based on:

  • NASPE (National Association for Sport and Physical Education) Standards. The CO State Standards meet and exceed the NASPE Standards

  • CO Standards

    Standard 1: Movement Competence & Understanding

  • Activity content
  • General sport/recreation skill activities
  • Isolated skills – closed (softball throw)
  • Combined skills – open (catch ball, transition, and throw in game context)
  • Fitness activities (Fitness form knowledge and skills, Fitness activity plans to achieve certain goals)
  • Locomotor and pattern activities (Rhythmic/tumbling/gymnastics/dance, etc.)

  • Standard 2: Physical & Personal Wellness Standard 3: Emotional & Social Wellness Standard 4: Prevention & Risk Management

    • 3 Learning Domains-Psychomotor (Manipulative and Locomotor Skill),Cognitive (Knowledge, Problem-solving), Affective

          • Social (interpersonal communications and confidence)

          • Emotional (self worth and confidence)

          • Attitude toward self and others and valuing physicality

          • Character/leadership

2) Our assessment program will ask and answer the Professional Learning Communities (PLCs) and the Four Critical Questions:

What do students need to know and be able to do?

-PSDPE Standards-based Scope and Sequence, PSDPE common assessments, and subsequently, the skills assessment rubrics (for self-, peer-, and teacher assessment of student skills) and content assessments designed to target those standards

How will we know when they have learned it?

-Performance assessment rubric and content assessment proficiency criteria met

What will we do when they haven’t learned it?

-Use performance assessment rubric/content assessment proficiency criteria as guide for instruction and help them meet those goals (RtI)

What will we do when they already know it?

-Create enriched learning experiences (creative applications, leadership/mentoring opportunities, research, presentations, performances, etc.) to further develop these students’ skills (RtI)

3) PSDPE teachers need to show student growth within the year or course so a pre/post-test scenario for each skill or content area tested will be needed. We want to focus on many different skill areas because:

  • A wide variety of traditional and non-traditional skills are assessed within the state standards.

  • Give students opportunities to learn and enjoy a broad array of physical skills that will reinforce the many healthy “lifestyle” choices available in our community (dance, gymnastics, climbing, etc.)

  • Focus upon key prerequisite skills necessary for successful participation in future grade level PE classes and physical activities in general.

  • Reinforce sports/recreation as both a cognitive, social, and emotional activity as well as physical.

  • Encourage students to achieve advanced competencies on assessments and lifelong skills.

  • Teach and test health and wellness content since it is vital in supporting healthy student lifestyles.

4) We will seek to show student growth within the year, but not at the expense of early introduction, practice, and application of skills in earlier grade levels (cumulative growth). In other words, teachers should not be afraid of low growth on a skill within the 5th grade year simply because the skill was introduced and developed in earlier years. This potential conflict (year growth vs. cumulative growth) will be reduced by:

  • Instructing/assessing a diversity of skills/knowledge tested within standard 1-Movement Competence emphasizing many different physical skills performance areas – i.e. sports-related, isolated (closed)/combined (open), rhythmic, expressive, etc. (Note: Standard 1 physical skills concepts are to be tested by student demonstration using prescribed performance rubrics. This portion of the student assessments could occur during scheduled PE times as part of the pre-assess/instruct on basis of assessed needs/assess routines of the class)

  • Instructing/assessing a diversity of skills/knowledge among all the standards (standards 2, 3, 4). (Note: Elementary student knowledge proficiency should be tested in computer lab during technology time or when MAPS testing occurs, preferably not during PE class time. Middle School and High School would also use a computerized test at times to be determined. Multiple-choice/survey style instruments are recommended for efficiency and consistency.)

  • Combining of several content and skills assessed will normalize some low growth areas and reduce tendency to inhibit pre-teaching in earlier grades (K/1 – tested in 1st grade, 2/3 tested in 3rd grade, 4/5 tested in 5th grade)

5) Using pre-testing scenarios to measure student proficiency carries special teacher responsibilities and risks to student confidence and motivation to excel. Therefore, special care must be taken by the teacher to explain the purpose of pre-testing in the instructional process (to identify and assist with student educational needs in physical education, just as they might in other academics areas).

Teachers should constantly emphasize that we have no expectations of proficiency at this time since we haven't even taught the skill at hand, and, in fact, the teacher might be surprised if students already have experience in the skill. Teachers will also specifically recognize (and encourage all students in these pursuits) the many different areas of physicality students/families may have, and while some may be very involved in certain sports (traditional team sports, etc.) and activities, others may have experiences in many different physical activities (hiking, biking, dance, tennis, etc.) thus encouraging all the many physical pursuits students may be involved in.

Special care must also be taken by teachers hold all students responsible for their own learning by eliminating excuses to avoid persevering by using terminology such as “experienced” vs. “inexperienced” as a replacement for “good” vs. “bad” (or even “skilled” vs. “unskilled”)

The terms “experienced” vs. “inexperienced” promote the idea of recognizing a “weakness” as an opportunity for diligence and growth as opposed to an innate deficit. Students who recognize they simply need to try (get experience) until they get it have less “excuse” to not try.

Teachers will instruct and students will verbalize understanding of the purpose of pre-testing in encouraging individual growth based on their own level of proficiency

  • Working in ZPD = Zone of Proximal Development - Individual “challenge” level vs. either “boring” (too easy) or “frustrating” (too hard) yields greatest gains in learning.

  • Overly competitive focus may limit students on either end of the performance range –

Low performers = “Hopeless, so why try?” High performers = “Done, so why try?”

“A creative man is motivated by the desire to achieve, not by the desire to beat others.”

-Ayn Rand

In other words: “Strive to do your best, not just better than the rest.”

6) Assessment should not interfere with the learning process (i.e. take from physical movement time within the class time or PE class time overall when possible), and pretests (physical performance or computer lab time tests) should actually aid instruction and learning by providing a preview of upcoming concepts for the students to focus their attention on the learning objectives (Evidence Outcomes) at hand. Self-, peer-, and teacher assessment of student skills should all be utilized to show student growth.

7) Very Important for Elementary PE! Elementary FitnessGram performance growth should not be looked at as a measure of teacher effectiveness (50 min/week not sufficient fitness time), however, student knowledge and skills regarding demonstration of the proper forms, how to analyze their own level, and their ability to create goals that improve their level of physical fitness may be used within the growth model. District-wide fitness testing using FitnessGram assists students in identifying their physical fitness levels and aiming for improvement throughout a semester. The following tests will continue to occur in 5th, 8th, and 9th grades with pre- and post-test data collected:

  • Cardiovascular Endurance: PACER test

  • Muscular Strength (Arms): Push Up test

  • Muscular Endurance: Curl Up test

  • Flexibility: Shoulder Stretch

  • Muscular Strength (Core): Trunk Lift

8) Curricular emphasis progression K-12: Teacher’s general focus on what students should learn, how they should learn it, and how it should be assessed. Learning is emphasized as follows:

K-2= skills acquisition (gaining control & enjoying physical activities)

3-5= life game/sport/recreation introduction, personal and social responsibility (gaining confidence & share physical activities)

6-8= social and emotional wellness (choosing physically active recreation/entertainment)

9-12= personal fitness & lifestyle (applying health/wellness concepts to lifestyle)

Poudre School District Curricular Emphasis at Different Levels


Standards Emphasis

Curriculum Model(s)


All Standards

Elective program with opportunities for all models


Standards 1 & 2

Sport Education (with TGFU), Fitness for Life, and Outdoor (with Adventure)


Standards 1, 3, & 4

Skill Themes, Sport Education, and Personal & Social Responsibility


All Standards

Skill Themes, Sport Education, and Personal & Social Responsibility


All Standards

Skill Themes, Sport Education, and Personal & Social Responsibility


Standards 1, 2, & 4

Skill Themes, Sport Education, and Personal & Social Responsibility


Standards 1, 2, & 3

Skill Themes, and Personal & Social Responsibility


All Standards

Skill Themes, and Personal & Social Responsibility


All Standards

Skill Themes


All Standards

Skill Themes


Standard 1, 2, & 4

Skill Themes













Standard 1

Movement Competence and Understanding











Standard 2

Physical and Personal Wellness






Standard 3

Emotional and Social Wellness









Standard 4

Prevention and Risk Management










Prioritizing Standards to be emphasized across K-12 (Ranked 1, 2, and 3; 1 = high importance)

PSDPE Assessment Components

1) PSDPE Philosophy (above)

2) PSDPE Assessment Philosophy (above)

3) PSDPE Scope and Sequences (

4) PSDPE Common Assessments-

Agree upon what standards (Evidence Outcomes) and activities will be taught and assessed across PSD

Create specific list of skills and content knowledge to be tested at specific grade levels

5) PSDPE Performance Rubrics (Standard 1 skills)

Agree upon the rubric criteria to measure proficiency in each form and activity to be taught and assessed across PSD

Standardized performance rubrics will guide instruction and provide consistency in determining the level of student movement competence (for self-, peer-, and teacher assessment of student skills) and mastery of what is taught across PSD. In order to ensure consistency and inter-rater reliability in PSDPE teacher assessment of student proficiency levels, both written and video guides will be created and shared among PSDPE teachers.

6) PSDPE Content Assessment Guides (Standard 2, 3, & 4 content knowledge)

Computerized content knowledge assessments will guide content instruction and provide consistency in determining the level of student content knowledge mastery of what is taught across PSD

5) PSDPE Common Grading Scale (and, ideally, art, music, technology and other specials):

Alignment of the PSDPE grading scale through Synergy (elementary level at minimum) is crucial as this would align our routine instructional assessment with the “student growth” model as well as the state standards rubrics that have been created. It is understood that HS and MS may have some constraints on their scales, however it would be advantageous for those levels to adopt this approach to assessment and this scale for grading as well.

6) PSDPE Assessment Scenarios:

Determine what will be specifically assessed in each grade level across PSD and the ways to apply the assessment rubric proficiency criteria (written, video, etc.) in a valid, reliable, efficient, and enjoyable manner that doesn’t reduce our 50 min. average instruction time.

7) PSDPE Assessment Guidelines and Considerations:

  • Many Elementary Schools are using a two year curriculum teaching cycle (i.e. PSD sports and recreation activities rotate on two-year basis to ensure effective breadth and depth of experience in all areas.)

  • Elementary Assessment in the future may consider covering 1 year of physical skills objectives (Standard 1) and (eventually) 2 years of content knowledge (Standard 2, 3, 4 objectives).

Note: Currently the Colorado State Comprehensive Health Standards which support the PE/Health Standards are not being taught as part of the Science (Human Body) curriculum in PSD (FOSS). This crucial content knowledge allows the PE teacher to act as the "lab" teacher in coordination with the "class" teacher whose lessons the "lab" teacher can refer to and have students apply in the PE class environment. Without this background knowledge, PSD students are being deprived of key science, health, and wellness instruction. The PE teacher cannot adequately cover this material in the 50 min. /week avg. PSD class time. PSD Wellness/PE/Health leaders and many community supporters are designing "event-based" standards-enriched learning experiences that will impart this key content in PSD schools in a way that is effective and enjoyable for students to simultaneously learn and apply their knowledge in a way that will not impose unreasonable extra work or expense for classroom teachers and PSD elementary sites.

  • Elementary will assess at three levels K-5 in 1st, 3rd, and 5th (5th grade in 2013) (It is also recommended that we create a PSD-wide Kindergarten PE screening to be performed at the beginning of 2nd semester of kindergarten to identify any significant student psychomotor needs that could be targeted/remedied before first grade. (not for state assessment purposes)

  • Secondary Assessment will cover the current semester's/quarter's class skills and content

  • In order to measure student growth health and physical education with all PSDPE high school students, we will need to have a mandatory 5 credit (1 semester) introductory physical education class (PE 1) and a 5 credit Health and Fitness class (HE 1) - Graduation Requirement

  • Under the present circumstances no waivers should be allowed because the Standards-based lifestyle health, fitness, broad variety of skills, and wellness concepts are not necessarily covered in sports activities (although they could be with future planning)

  • Note: A possible option could be to allow waiver seeking individuals to "test out" of the PE 1 and Health and Fitness class demonstrating skills and knowledge with a proficient test score on the assessment might be considered

  • Currently we have several high school classes that, together, approximate the combined PE and Health standards for high school:

    • “Health and Wellness” FCHS

    • “Foundations of Health and Wellness” RMHS

    • “PE1” for I.B. students at PHS

    • ”Health” FRHS

These classes would need to be standardized and aligned at the district level

PSD PE/Health Assessment Scenarios

Note: the following PE skills applications assessments are very important and SHOULD BE the major indicator of student learning in PE.

1) PE Standard 1 – Concept 1: Movement Competence- Regimented performance tests for isolated/closed “mature form” tasks (specific isolated skills rubrics) i.e. stand on line and throw ball to check form, this could also include Fitnessgram “forms” but not necessarily performance levels

2) PE Standard 1-Concept 2: Combined Skills Competence “Game” and “Dance” teacher observation scenarios for “applied” open performance tests (combination rubrics with transitions from one form to another, appropriate choices, etc.)

Note: The following PE knowledge level assessments are very important but SHOULD NOT BE the major indicator of student learning in specials. Health/Science content should be focus of "Health" class or Colorado Health Standards-based content enriched “events” at appropriate grade levels with PE teachers referring to and highlighting applications of health content.

3) Elementary PE Standards 2, 3, and 4 - Computer multiple choice/matching/etc. test (content assessment) - Standard 2, 3, and 4 are more content/factual knowledge-focused. Need separate, non-PE media/computer lab time to take pre-/post-tests at the elementary level like MAPS testing for reading/math.

Secondary PE Standards 1, 2, 3, and 4 – All 4 Standards contain much content knowledge in all standards including standard 1

Examples of content that could be measured in this computer multiple choice, matching, or diagram interpretation method:

PE - Which organ pumps blood throughout the body?

a) lungs b) stomach c) brain d) heart

Examples from other PSD specials:

Art - Sculpture is an example of which type of art?

a) 3 dimensional b) 2 dimensional c) 1 dimensional d) 4 dimensional

Music - A 1/2 note gets how many beats in 4/4 time?

a) 4 b) 2 c) 3 d) 1

4) PSD FitnessGram Assessment Program-Shoulder Stretch, PACER Run, Push-ups, Trunk Lift, and Curl-ups. Per PSD District Goal 5 Performance Indicators #1 “By 2014, establish and assessment tool to be used district wide to measure annual growth of student fitness levels." These student growth fitness scores should not be part of a teacher effectiveness rating at the elementary level (unless students get daily PE) since 50 min. per week is not sufficient time to affect the overall fitness of our students.


PSDPE Standards-based Skills and Content Assessment Components Example

PSD PE 5th Grade Standards-based Skills, Content, and Fitnessgram/Presidential Fitness Testing Components

See rubrics and administration videos at:

Part 1: Selected Standards-based Skills Performance Rubric Assessments - Standard 1 EO’s

(Site PE teachers pick 3 of 5 to pre-test at beginning of unit and post-test at end of unit)

1. Throw - Dynamic Overhand Throw

5.1.1.a Throw and catch objects such as basketballs, footballs, or Frisbees, and demonstrate both accuracy and force (DOK 1-3)

Also covers:

5.1.2. d Analyze and correct errors in throw, catch, hand dribble, foot dribble, striking a ball, and volley, and demonstrate control and accuracy (DOK 1-3)

2. Strategic Movement in Game Situations-Moving to Open Space

5.1.2 f. Students can analyze and use basic offensive and defensive strategies and apply rules in modified games and activities

Also covers:

5.1.2 a Combine skills to competently participate in a variety of activities.

3. Dynamic Balance - Large Extensions (muscle strength/endurance)

5.1.1.i Develop and refine a gymnastics sequence or creative dance that combines traveling, rolling, balancing, weight transfer into smooth-flowing sequences with intentional changes in direction, speed and flow

Also covers:

5.1.2 a Combine skills to competently participate in a variety of activities.

4. Strike w/ Implement - Forehand Strike w/ Racquet

5.1.1.e. Demonstrate efficient patterns of striking with and without an implement (DOK 1-2)

5.1.1. d Volley an object continuously with a partner (DOK 1-2)

Also covers:

5.1.2 d. Analyze and correct errors in throw, catch, hand dribble, foot dribble,

striking a ball, and volley, and demonstrate control and accuracy (DOK 1-3)

5.1.2 a. Combine skills to competently participate in a variety of activities.

5. Rhythmic Routine -

5.1.1 g.Perform a jump routine to music with a partner or small group (DOK 1-3)

5.1.1 h.Develop and refine a gymnastics or creative dance sequence, and demonstrate smooth transitions (DOK 1-4)

5.1.1 i. Develop and refine a gymnastics sequence or creative dance sequence that combines traveling, rolling, balancing, and weight transfer into smooth-flowing sequences with intentional changes in direction, speed, and flow (DOK 1-4)

Also covers:

5.1.2 a Combine skills to competently participate in a variety of activities.

FYI - All 5th Grade Standard 1 Evidence Outcomes

5.1.1 Demonstrate mature form for all basic locomotor, nonlocomotor, manipulative, and rhythmic skills

  1. a. Throw and catch objects such as basketballs, footballs, or Frisbees, and demonstrate both accuracy and force (DOK 1-3)

  2. b. Punt a ball dropped from the hands at a target (DOK 1-2)

  3. c. Dribble a ball (by hand or foot) while preventing another person from stealing the ball (DOK 1-3)

  4. d. Volley an object continuously with a partner (DOK 1-2)

  5. e. Demonstrate efficient patterns of striking with and without an implement (DOK 1-2)

  6. f. Demonstrate correct steps and patterns for square, folk, and contemporary dances (DOK 1-3)

  7. g. Perform a jump routine to music with a partner or small group (DOK 1-3)

  8. h. Develop and refine a gymnastics or creative dance sequence, and demonstrate smooth transitions (DOK 1-4)

  9. i. Develop and refine a gymnastics sequence or creative dance sequence that combines traveling, rolling, balancing, and weight transfer into smooth-flowing sequences with intentional changes in direction, speed, and flow (DOK 1-4)

5.1.2 Demonstrate understanding of how to combine and apply movement concepts and principles to learn and develop motor skills

  1. Combine skills to competently participate in a variety of activities (DOK 1-3)

  2. Select appropriate practice options based on the similarities and differences between two skills (DOK 1-3)

  3. Select appropriate exercises that enhance learning and performing a selected activity (DOK 1-3)

  4. Analyze and correct errors in throw, catch, hand dribble, foot dribble, striking a ball, and volley, and demonstrate control and accuracy (DOK 1-3)

  5. Analyze and correct errors in nonlocomotor and locomotor movements (DOK 1-3)

  6. Analyze and use basic offensive and defensive strategies, and apply rules in modified games and activities (DOK 1-4)

  7. Analyze and demonstrate a variety of social, folk, square, modern, jazz, or creative dance (DOK 1-4)

Part 2.

5th Grade Content Test-

Pre-test to be taken 1st quarter and post-test taken 4th quarter. Both should be taken in computer lab, with Netbooks, or, as a last resort (if no computers available), pencil and paper


Covers 5th Grade Standard 2, 3, 4 Evidence Outcomes Below

5.2.1 Understand and apply basic principles of training to improving physical fitness

  1. Accurately take a pulse at rest and during exercise (DOK 1)

  2. Develop and describe three short-term and three long-term fitness goals (DOK 1-3)

  3. Correctly differentiate the body's response to physical activities of various exercise intensities (DOK 1-3)

  4. Record and analyze food consumption for one day, and make a plan to replace foods with healthier choices (DOK 1-3)

  5. Explain why dehydration impairs temperature regulation and physical and mental performance (DOK 1-3)

  6. Determine appropriate cardiovascular training zone (DOK 1-2)

  7. Perform flexibility exercises that will stretch particular muscles area for given physical activities (DOK 1)

  8. Identify, select, and participate in activities designed to improve self-diagnosed areas for improvement in health-related fitness components (DOK 1-3)

  9. Engage in moderate to vigorous physical activity at the target heart rate for a minimum of 60 minutes per day (DOK 1-2)

  10. Accurately identify activities that are aerobic and anaerobic (DOK 1-2)

  11. Determine the intensity of personal physical activity using the concept of perceived exertion (DOK 1-3)

5.2.2 Demonstrate understanding of skill-related components of fitness and how they affect physical performance

  1. Identify an exercise that is used to develop agility, balance, coordination, power, reaction time, or speed (DOK 1-3)

  2. Create an exercise plan using the six skill-related components to improve performance in a chosen activity (DOK 1-4)

5.2.3 Connect the health-related fitness components to the body systems

  1. Understand the importance of participation in fitness-enhancing physical activities such as gymnastic clubs, community-sponsored youth sports, or activity clubs (DOK 1-2)

  2. Demonstrate appropriate warm-up procedures before participation in vigorous physical activity (DOK 1)

  3. Distinguish healthy balanced meals and snacks designed to enhance the performance of physical activities (DOK 1-3)

5.3.1 Assess and take responsibility for personal behavior and stress management

  1. Act in a safe and healthy manner when confronted with negative peer pressure during physical activity (DOK 1-4)

  2. Set a personal goal to improve a skill, and work toward that goal (DOK 1-4)

  3. Describe and demonstrate responsible behavior and decision-making while participating in physical activity (DOK 1-4)

  4. Demonstrate respect for the person who is officiating (DOK 1-2)

5.3.2 Choose to participate cooperatively and productively in group and individual physical activities

  1. Help others with physical activity challenges (DOK 1-3)

  2. Contribute ideas, and listen to the ideas of others in cooperative problem-solving activities (DOK 1-3)

  3. Acknowledge and accommodate individual differences in others' physical abilities in small-group activities (DOK 1-3)

  4. Officiate an activity, game, or sport (DOK 1-4)

  5. Demonstrate conflict resolution behavior in socially appropriate ways (DOK 1-3)

5.3.3 3. Identify personal activity interests and abilities

  1. Accept responsibility for one's own performance without blaming others (DOK 1-2)

  2. Respond to winning and losing in socially appropriate ways (DOK 1-3)

  3. Develop confidence in a physical activity setting (DOK 1-2)

5.4.1 Understand and utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation

  1. Prepare a report, bulletin board, or poster on safety factors for a chosen activity (DOK 1-4)

  2. Identify proper warm-up and cool-down techniques (DOK 1-2)

  3. Explain that warm-up and cool-down activities prepare the body for physical activity and help to prevent injuries (DOK 1-2)

  4. Identify safety rules for the activity and area being used (DOK 1-3)

Part 3. Fitnessgram Fitness Testing

While this data is not officially used for student growth and teacher effectiveness assessment in the elementary schools, the 5 Fitnessgram/Presidential fitness assessments will be administered 4th quarter of 4th grade year (pre-test) and 4th quarter of 5th grade year

(post-test) . Push-up, Curl-up, Trunk lift, PACER, and Shoulder Stretch