Fitness Retest: Measuring Your Progress
After several weeks of training, students repeat their baseline tests at stations (standing long jump, 30-second curl-ups, sit-and-reach, and 20 m sprint), calculate their percent change, and explain why. It closes the planning cycle with their own data.
How to play
- Each student gets their card with baseline scores and writes a prediction for each test (3 min).
- Four cone stations with groups of 6: standing long jump with a tape measure, 30-second curl-ups, sit-and-reach, and a 20 m sprint. A partner measures and records.
- Rotate every 5 minutes with two attempts per test, except curl-ups, which are done once (20 min).
- Calculation (4 min): percent change = (new score − baseline) / baseline × 100. Highlight improvements in green.
- Reflection (3 min): each student writes one sentence connecting their progress or plateau to their training and sets a new goal.
Rules
- Use exactly the same protocol as the baseline test so the data can be compared.
- On the sprint, the runout area is at least 10 meters long and clear.
- Results are personal: they are not posted and there are no rankings.
Variations
Easier
Repeat only two tests and compare without calculating percentages.
Standard
Four tests at stations with a percent change calculation.
Harder
Graph the data and write a short report with ideas for the next training cycle.
Adaptations
- Limited mobility: retest the adapted tests done at baseline (seated throw, wheelchair sprint, upper-body flexibility).
- Shyness or anxiety: they can test at the most out-of-the-way station with a trusted partner.
- Lower fitness level: consistency in training is valued alongside the result.
Learning goals
- Compare fitness results before and after a training period.
- Calculate and interpret the percent change in each fitness component.
- Connect progress to the training completed and set new goals.
Equipment for a class of 25
- cones: 10
- tape measures: 2
- stopwatches: 2
- mats: 6
- recording cards: 25
Teacher tip
Have the baseline cards ready before class: if they are lost, the lesson loses its purpose. Remind students that a plateau is also useful information for adjusting the plan.
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