page 5
Aerobic capacity is perhaps the most important area of any fitness program. Research clearly indicates that acceptable levels of aerobic capacity are associated with a reduced risk of high blood pressure, coronary heart disease, obesity, diabetes, some forms of cancer and other health problems in adults (Blair et al, 1989: Blair et al, 1992).
Aerobic capacity relative to body weight is considered to be the best indicator of a person's overall cardiorespiratory capacity. Many terms have been used to describe this dimension of physical fitness including cardiovascular fitness, cardiorespiratory fitness, cardiorespiratory endurance, aerobic fitness, aerobic work capacity, and physical working capacity. Although defined somewhat differently, these terms can generally be considered to be synonymous with aerobic capacity. A laboratory measure of maximal oxygen uptake is generally considered to be the most accurate measure of aerobic capacity.
Objective: To measure heart/lung capacity by fastest time it takes to cover a one-mile distance.
Equipment: Stopwatch, a safe one-mile measured course.
Testing: On a safe one-mile course, students begin running on the count "Ready? Go!" Walking may be interspersed with running. However, the students should understand that the objective is to cover the distance as fast as possible.
Rules: Before administering this test, students~ health status should be reviewed. Students should be given ample instruction on how to pace themselves and should be allowed to practice running this distance against time. Sufficient time should be allowed for warming up and cooling down before and after the test.
Scoring: The score is the time it takes to complete the run, and is recorded in minutes and seconds.
** Distance Option for 3rd and 4th graders ONLY: 1/2 mile.
Objective: The same as for the one-mile run.
Equipment: Stopwatch and appropriate measured distance course.
Testing: The same as for the one-mile run.
Rules: The same as for the one-mile run.
Scoring: The same as for the one-mile run
Rationale: Shorter distance runs are included as options for younger children. Younger children can be prepared to run the mile; however, some teachers find it easier to administer a shorter run which does provide good information on aerobic capacity of young children.
(5th through 12th grades)
Objective: To determine aerobic capacity by running as long as possible back and forth across a 20 - meter (21 yards and 32 inches) course at a specified pace which gets faster each minute.
Equipment: Cassette tape player with adequate volume, pre-recorded tape with timed "beeps," marker cones, tape, a flat, nonslippery surface at least 20- meters (21 yards and 32 inches) in length.
Set-Up: Mark the 20 - meter (21 yards and 32 inches) course with marker cones and a tape line at each end. Calibrate cassette tape by using the 1 - minute test interval at the beginning of the tape.
Testing: On the signal, Ready'. Go, the student runs from one end of the course to the other between each beep. The student continues in this manner until h~she can no longer reach the line before the beep sounds. The student reverses the direction on the beep (even if he/she has not reached the line). Allow a student to attempt to catch up with the pace until he/she has missed two beeps. The student is stopped after being unable to reach the line two times (not necessarily in succession). Students who have missed two laps should walk from the testing area to a designated cool-down area, being careful not to interfere with others who may still be running.
Rules: Students should be allowed at least two practice sessions. First allow students to listen to several minutes of the tape so they know what to expect. Then perform a couple of practice runs. Allow students to select a partner.
Scoring: The score is the total number of laps completed by each student. Single beeps indicate the end of a lap (20-meter course).
Suggestions for Test Administration
The PACER test contains 21 levels (21 minutes). During the first minute (level one) of the PACER the student has nine seconds to run the distance (20 meters). Each minute (level) the pace increases by one-half second.
