V-sit Reach (or Sit and Reach)

This activity measures flexibility of the lower back and hamstrings.

V-sit Reach Testing
Heres what you do:
A straight line two feet long is marked on the floor as the
baseline.
A measuring line four feet long is drawn perpendicular to
the midpoint of the baseline extending two feet on each side and
marked off in half-inches. The point where the baseline and
measuring line intersect is the 0 point.
tudent removes shoes and sits on floor with measuring line between legs and soles of feet
placed immediately behind baseline! heels "-#$ inches apart.
%ith hands on top of each other! palms down! the student places them on measuring line.
%ith the legs held flat by a partner! the student slowly reaches forward as far as possible! keeping
fingers on the measuring line and feet flexed.
After three practice tries! the student holds the fourth reach for three seconds while that distance
is recorded.
V-sit Reach Rules
&egs must remain straight with soles of feet held perpendicular to the floor 'feet flexed(. tudents should
be encouraged to reach slowly rather than bounce while stretching. cores! recorded to the nearest half
inch! are read as plus scores for reaches beyond baseline! minus scores for reaches behind baseline.
Sit and Reach Testing
Heres what you do:
)ou*ll need a specially constructed box with a measuring
scale marked in centimeters! with $+ centimeters at the level of the
feet.
The student removes shoes and sits on floor with knees fully
extended! feet shoulder-width apart and soles of the feet held flat
against the end of the box.
%ith hands on top of each other! palms down! and legs held
flat! student reaches along the measuring line as far as possible. After three practice reaches! the fourth
reach is held while the distance is recorded.
Sit and Reach Rules
Legs must remain straight, soles of feet against box and fngertips of both hands should
reach evenly along measuring line. Scores are recorded to the nearest centimeter.
,onstructing a it and -each .ox
/sing any sturdy wood or comparable material '+012 plywood is recommended(! cut the following
pieces3 two pieces of #$2 x #$2! two pieces of #$2 x #02! and one piece of #$2 x $#2.
Assemble the pieces using nails or screws and wood glue.
4nscribe the top panel with # centimeter gradations. 4t is crucial that the $+ centimeter line be
exactly in line with the vertical plane against which the sub5ect*s feet will be placed.
,over the apparatus with two coats of polyurethane sealer or shellac.
6or convenience! you can make a handle by cutting a #2 x +2 hole in the top panel.
The measuring scale should extend from 7 cm to 80 cm.
Curl-ups (or Partial Curl-ups)
his activity measures abdominal strength and endurance.
Curl-ups Testing
Heres what you do:
9ave the student lie on a cushioned! clean surface with knees
flexed and feet about #$ inches from buttocks. A partner holds the feet.
:ake sure the arms are crossed with hands placed on opposite
shoulders and elbows held close to chest.
;eeping this arm position! student raises the trunk! curling up to
touch elbows to thighs! and then lowers the back to the floor so that the
scapulas 'shoulder blades( touch the floor! for one curl-up.
To start! a timer calls out the signal -eady< =o> and begins
timing student for one minute. The student stops on the word top.
Curl-ups Scoring
!"ouncing# o$ the %oor is not permitted. he curl&up should be
counted only if performed correctly.
Partial Curl-ups Testing
Heres what you do:
9ave the student lie on a cushioned! clean surface with knees
flexed and feet about #$ inches from buttocks. ?o not hold or anchor the
feet.
Arms are extended forward with fingers resting on the legs and
pointing toward the knees.
The student*s partner is behind the head with hands cupped under
the student*s head.@
The student being tested curls up slowly! sliding the fingers up the
legs until the fingertips touch the knees! then back down until the head
touches the partner*s hands.
The curl-ups are done to a metronome 'or audio tape! clapping! drums( with one complete curl-up
every three seconds! and are continued until the student can do no more in rhythm or has reached the
target number for the test. The student should remain in motion during the entire three-second interval.
Partial Curl-up Scoring
'ecord only those curl&ups done with proper form and in rhythm.
Partial Curl-up Rationale
(one slowly with )nees bent and feet not held, the partial curl&up is also an indicator of
abdominal strength and endurance.
Shuttle Run
his activity measures speed and agility.
Testing
Heres what you do:
:ark two parallel lines +0 feet apart and place two blocks of wood
or similar ob5ects behind one of the lines.
tudents start behind opposite line. An the signal -eady< =o> the student runs to the blocks!
picks one up! runs back to the starting line! places the block behind the line! runs back and picks up the
second block! and runs back across starting line.
Scoring
.locks should not be thrown across the lines. cores are recorded to the nearest tenth of a second.
Endurance Run/Walk
his activity measures heart*lung endurance.
Testing
Heres what you do:
An a safe! one-mile distance! students begin running on the
count -eady< =o>
%alking may be interspersed with running. 9owever! the
students should be encouraged to cover the distance in as short a time as possible.
Scoring
Always review students* health status before administering this test. =ive students ample instruction on
how to pace themselves. Allow them to practice running this distance against time! as well as sufficient
time for warming up and cooling down before and after the test. Times are recorded in minutes and
seconds.
Rationale
horter distance runs are included as options for younger children. )ounger children can be prepared to
run the mile. 9owever! some teachers find it easier to administer a shorter run! which provides good
information on cardio-respiratory endurance of young children.
Pull-ups (or Right Angle Push-ups or Fleed-Ar! "ang)
his activity measures upper body strength and endurance.
Pull-ups Testing
Heres what you do:
The student hangs from a horiBontal bar at a height the student
can hang from with arms fully extended and feet free from floor! using
either an overhand grasp 'palms facing away from body( or underhand
grip 'palms facing toward body(. mall students may be lifted to starting position.
The student raises body until chin clears the bar and then lowers body to full-hang starting
position. tudent performs as many correct pull-ups as possible.
Pull-ups Scoring
Cull-ups should be done in a smooth rather than 5erky motion. ;icking or bending the legs is not permitted
and the body must not swing during the movement.
Right Angle Push-ups Testing
Heres what you do:
The student starts in push-up position with hands under
shoulders! arms straight! fingers pointed forward! and legs straight!
parallel! and slightly apart 'approximately $-1 inches( with the toes
supporting the feet.
;eeping the back and knees straight! the student then lowers the body until there is a 70-degree
angle formed at the elbows with upper arms parallel to the floor. A partner holds her0his hands at the point
of the 70-degree angle so that the student being tested goes down only until her0his shoulders touch the
partner*s hand! then back up.
The push-ups are done to a metronome 'or audio tape! clapping! drums( with one complete push-
up every three seconds! and are continued until the student can do no more at the reDuired pace. The
student should remain in motion during the entire three second interval.
Right Angle Push-ups Scoring
-ecord only those push-ups done with proper form and in rhythm.
Right Angle Push-ups Rationale
-ight angle push-ups are a good indicator of the range of strength0endurance found in kids! whereas
some kids are unable to do any pull-ups. Cull-ups remain an option for those students at higher levels of
strength0endurance.
Fleed-ar! "ang Testing
tudents who can*t do one pull-up or want an alternative to the pull-ups or
right angle push-ups may do the flexed-arm hang in order to Dualify for
the Eational or Carticipant Chysical 6itness Award. To Dualify for the
Cresidential Award! students are reDuired to do pull-ups or right angle
push-ups.
9ere*s what you do3
/sing either an overhand grasp 'palms facing away from body( or underhand grip 'palms facing
toward body(! student assumes flexed-arm hang position with chin clearing the bar. tudents may be
lifted to this position.
tudent holds this position as long as possible.
6lexed-arm 9ang coring
,hest should be held close to bar with legs hanging straight. Timing is stopped when student*s chin
touches or falls below the bar.
E#$%CR&#E S'STE(
:ade up of glands that produce and secrete hormones! chemical substances produced in the
body that regulates the activity of cells or organs.
9A-:AEF3
-egulate the bodyGs growth! metabolism and
sexual development and function.
,hemical messengers created by the body that
transfers information from one set of cells to
another to coordinate the functions of different
parts of the body.
=&AE?3
=roup of cells that produces and secretes! or
gives off! chemicals.
elects and removes materials from the blood!
processes them! and secretes the finished
chemical product for use somewhere in the body.
:AHA- =&AE?3
9ypothalamus3 Cart of the brain located superior and anterior to the brain stem and inferior to the
thalamus and responsible for the direct control of the endocrine system through the pituitary
gland. 4t contains special cells called neurosecretory cellsIneurons that secrete hormones
Cituitary =land3 Also known as the hypophysis! is a small pea-siBed lump of tissue connected to
the inferior portion of the hypothalamus of the brain. :any blood vessels surround the pituitary
gland to carry the hormones it releases throughout the body. 4t is actually made of $ completely
separate structures: the posterior and anterior pituitary glands.
Cineal =land3 4t is a small pinecone-shaped mass of glandular tissue found 5ust posterior to the
thalamus of the brain. The pineal gland produces the hormone melatonin that helps to regulate
the human sleep-wake cycle known as the circadian rhythm. The activity of the pineal gland is
inhibited by stimulation from the photoreceptors of the retina. This light sensitivity causes
melatonin to be produced only in low light or darkness. 4ncreased melatonin production causes
humans to feel drowsy at nighttime when the pineal gland is active.
Thyroid =land3 4t is a butterfly-shaped gland located at the base of the neck and wrapped around
the lateral sides of the trachea. The thyroid gland produces + ma5or hormones3 ,alcitonin!
Triiodothyronine 'T+(! Thyroxine 'T1(.
Carathyroid glands3 1 small masses of glandular tissue found on the posterior side of the thyroid
gland. The parathyroid glands produce the hormone parathyroid hormone 'CT9(! which is
involved in calcium ion homeostasis. CT9 is released from the parathyroid glands when calcium
ion levels in the blood drop below a set point. CT9 stimulates the osteoclasts to break down the
calcium containing bone matrix to release free calcium ions into the bloodstream. CT9 also
triggers the kidneys to return calcium ions filtered out of the blood back to the bloodstream so that
it is conserved.
Adrenal glands3 A pair of roughly triangular glands found immediately superior to the kidneys. The
adrenal glands are each made of $ distinct layers! each with their own uniDue functions3 the outer
adrenal cortex and inner adrenal medulla.
=onads3 'ovaries in females and testes in males(responsible for producing the sex hormones of
the body. These sex hormones determine the secondary sex characteristics of adult females and
adult males.
Cancreas3 Alarge gland located in the abdominal cavity 5ust inferior and posterior to the stomach.
,onsidered to be a heterocrine gland as it contains both endocrine and exocrine tissue. The
endocrine cells of the pancreas make up 5ust about #J of the total mass of the pancreas and are
found in small groups throughout the pancreas called islets of &angerhans. %ithin these islets are
$ types of cellsIalpha and beta cells. The alpha cells produce the hormone glucagon! which is
responsible for raising blood glucose levels. =lucagon triggers muscle and liver cells to break
down the polysaccharide glycogen to release glucose into the bloodstream. The beta cells
produce the hormone insulin! which is responsible for lowering blood glucose levels after a meal.
4nsulin triggers the absorption of glucose from the blood into cells! where it is added to glycogen
molecules for storage.
The endocrine system is regulated by feedback in much the same way that a thermostat regulates the
temperature in a room. 6or the hormones that are regulated by the pituitary gland! a signal is sent from
the hypothalamus to the pituitary gland in the form of a 2releasing hormone!2 which stimulates the pituitary
to secrete a 2stimulating hormone2 into the circulation. The stimulating hormone then signals the target
gland to secrete its hormone. As the level of this hormone rises in the circulation! the hypothalamus and
the pituitary gland shut down secretion of the releasing hormone and the stimulating hormone! which in
turn slows the secretion by the target gland. This system results in stable blood concentrations of the
hormones that are regulated by the pituitary gland.
P%ST)RA* $EFECT
Costural defect is the disease in body posture. The malformations in bones alignment.
T)CF A6 CAT/-A& ?F6F,T
'#( coliosis
'$( ;yphosis
'+( unken chest
'1( =enu valgum 'k- leg(
'8( &ordosis
'K( Abdominal ptosis
'L( 6lat foot
'"( =enu varum 'bow-leg(
,A/F A6 CAT/-A& ?F6F,T
#( 9eredity
$( :uscular weakness
+( Accupation or bad habits
1( 4n5ury disease and infection
8( ?efective sense organs
K( -apid growth
L( Averweight
"( Accident
7( Croper diet
#0( 4mitation
"EA*T" APPRA&SA*
,an be defined as an evaluation and analysis of a personGs health history and making a
prognosis about future complications expected based on their medical history.
Crocedure to determine the health statue of the student.
4t is through the use of teacher*s observation! screening test! health histories! medical and dental
inspection and psychological test.
The school health appraisal includes the following components3
9ealth 9istory M "0 percent or more of significant health problems are gleaned from a health history. The
type of history is dependent on the reason why a physical examination is being performed! as well as
previous histories available in the cumulative health record ',9-(.
a. chool entrance health history M is a comprehensive health history for new entrants which
should include but is not limited to3
#. Cast history
'a( Crenatal history
'b( Cerinatal history
'c( Eeonatal history
'd( ?evelopmental history
'e( 4mmuniBations
'f( ,hildhood illnesses
'g( ignificant accident or in5uries
'h( Crevious hospitaliBation
'i( Allergies
'5( :edications used
'k( urgery
'l( ,hronic illness
$. 6amily history
'a( Age and general health of parents and siblings
'b( Fducation level of parents
'c( 9istory of family disease
'd( Chysical environment
+. ,urrent status
'a( ?ental
'b( 6amily medical problems
'c( ,hild*s health problems0allergies
'd( .ehavior
'e( Csychosocial factors
'f( -eview of systems
b. 4nterval health history M updates the health and medical history since the last history0physical
examination was done. 4t is accomplished by Duestionnaire! interview! or both. There are
various types of interval histories and history Duestionnaires! e.g.! interval health history for
sports participation.
c. ,omprehensive medical! developmental! and psychosocial history M is an in-depth history
including both of the above! as well as additional areas of concern. The history is taken when a
child is referred to the ,ommittee on pecial Fducation or is having school0academic or
recurrent behavior problems.
d. Fpisodic history M is a brief! concise data base of information concerning an acute0current
illness! in5ury! or emerging signs and symptoms of a health problem. After gathering the
information! the situation usually reDuires a partial physical examination and plan for
treatment0management immediately or in the near future.
creening procedures M are supplemental evaluations of3
a. Nision
b. 9earing
c. coliosis
d. .lood pressure
e. 9eight and weight
f. /rine specimen for glucose and protein as determined by school0district0policy guidelines
g. Any other screenings locally determined
Abservations of behavior and performance Carents and all school staff observe students in varying
settings. Abservations 'both formal and informal( of behaviors indicative of3
a. altered interpersonal relationships
b. underlying health problems
c. impairment of school function
d. acute illness
e. atypical characteristics should be shared with school nursing personnel and other school authorities as
appropriate or reDuired. ignificant information should be documented for future reference.
Chysical examination
a. The school physical examination must be provided by3 #. Chysician duly licensed to practice medicine@
or $. .y a registered physician assistant employed by the designated school physician.
b. The child must be separately and carefully examined! with due regard for privacy and comfort. Fven in
the smallest health office! movable screens may be used for an examination area. The room!
temperature! and lighting should be ad5usted for the comfort of both examiner and examinee. 9ealth
services personnel should use effective teaching and counseling skills to prepare students for the
examination and to help them view it as a valued opportunity to learn more about their health. The
physical examination should be thorough! sufficiently personaliBed to provide a desirable educational
experience! and planned to allow time for direct health counseling between the examiner and the student
'and! if present! between the examiner and the parents(.
c. Chysical examination procedure
#. .efore beginning the examination! the examiner should review the ,9-! noting3
'a( 9ealth history 'comprehensive and0or interval(
'b( ?efects found and notes made at time of previous examinations
'c( -ecords of height and weight 'growth chart(
'd( -esults of vision and hearing screenings
'e( -esults of scoliosis screenings
'f( :edical and dental reports
'g( Ather pertinent health information
tudents should remove all clothing except undergarments. This can be accomplished in stages for
young or apprehensive students. ?isposable drapes should be provided as needed.
$. The physical examination should include assessment of the following3
'a( =eneral appearance M body habitus M development proportion@ physical distress level! alertness!
attention span@ gait! posture@ general nutrition@ muscle tone! coordination! involuntary movements!
mobility@ speech and behavior patterns
'b( 9air and scalp M texture! Duality! distribution! pattern of loss! nits! lesions
'c( kin M color! temperature! texture! pigmentation! thickness! hygiene! eruptions! lesions! scars! nailsK
'd( &ymph glands M siBe! shape! mobility! consistency! tenderness
'e( 9ead M siBe! configuration! symmetry
'f( Fyes - external structures! alignment! extraocular movements@ pupils@ con5unctiva! sclera! cornea
'g( Fars M external structures! ear canal! tympanic membrane
'h( Eose M septum! mucosa! turbinate! shape! discharge
'i( :outh - lips@ oral cavity M mucosa! teeth! tongue! frenulum! gingiva! tonsils! palate! pharynx
'5( Eeck M Thyroid! trachea! range of motion
'k( ,ardiovascular M 9eart pulsations for rate! rhythm Duality of heart sounds@ extra0abnormal sounds 'i.e.!
murmurs! gallops(
'l( ,hest M siBe! shape! symmetry of thorax@ breasts
'm( &ungs M rhythm and Duality of respirations@ breath sounds
'n( Abdomen M organomegaly! masses! tenderness
'o( =enitalia+
:ale3 penis! scrotum! testes! developmental stage 'Tanner cale(! presence or absence of hernia
6emale3 developmental stage 'Tanner cale(! pubic hair
'p( :usculoskeletal M :uscle mass! tone and strength! general body siBe and symmetry@ spine! posture@
station and gait@ extremities! 5oints@ range of motion.
'D( Eeurologic M mental status! speech0language! balance0coordination! motor! sensory! reflexes as
needed.
9ealth instruction and counseling
Cupil health examinations offer ideal opportunities to help students learn about their personal health
status! specific health problems! and the course of action needed for a solution. The examiner or school
nursing personnel can use these occasions to inform each child about his0her health assets and
compliment the child on the best health behaviors demonstrated. Cersonal health problems! whether
minor or ma5or! are of deep concern to the individual. An-site health instruction or personaliBed health
counseling! directly related to the identified problems! concern! or symptom is most effective. tudents
and parents can be helped to identify3 specific steps which must be taken to correct a problem! sources
for further care! ways in which the child*s educational program may need to be modified! and the reasons
for these actions. -einforcement of positive health behaviors also may increase the individual*s self-
esteem and the value she or he places on wellness.
"EA*T" PR%+*E(S/C%#CER#S RE*ATE$ T% P"'S&CA* C"A#,ES-
.esides an increase in height and weight! a child will also develop hair under the arms and around the genitals! acne
and even body odour.
Boys Girls
Shape
and size
Height and weight increase
,uscles bulge
Shoulders broaden
Height and weight increase
Hips broaded
"uttoc) and thigh areas thic)en
Hair
Growth -t the penis, armpit, face and chest areas -t the vulva and armpit areas
Acne &
body
odour
S)in becomes oilier
-cne may occur
.erspiration increases and may cause body odour
Uniue
changes
.enis and testicles enlarge
/rections and e0aculations occur more
fre1uently
2oices deepen
"reasts develop
,enstruation begins
"EA*T" PR%+*E(S/C%#CER#S RE*ATE$ T% E(%T&%#A* C"A#,ES-
hows strong feelings and intense emotions at different times. :oods might seem
unpredictable. These emotional ups and downs can lead to increased conflict. )our child*s
brain is still learning how to control and express emotions in a grown-up way.
4s more sensitive to your emotions. )oung people get better at reading and processing
other people*s emotions as they get older. %hile they*re developing these skills! they can
sometimes misread facial expressions or body language
4s more self-conscious! especially about physical appearance and changes. Teenage self-
esteem is often affected by appearance M or by how teenagers think they look. As they
develop! children might compare their bodies with those of friends and peers
=oes through a Obulletproof* stage of thinking and acting. )our child*s decision-making skills
are still developing! and your child is still learning about the conseDuences of actions.
4s like a chameleon! sensible and self-assured one moment! petulant and self-centered the
next.
"EA*T" PR%+*E(S/C%#CER#S RE*ATE$ T% S%C&A* C"A#,ES-
earching for identity. )oung people are busy working out who they are and where they fit
in the world. This search can be influenced by gender! peer group! cultural background and
family expectations.
eeking more independence. This is likely to influence the decisions your child makes and
the relationships your child has with family and friends.
eeking more responsibility! both at home and at school.
&ooking for new experiences. The nature of teenage brain development means that
teenagers are likely to seek out new experiences and engage in more risk-taking behaviour.
.ut they are still developing control over their impulses.
Thinking more about Oright* and Owrong*. )our teenager will start developing a stronger
individual set of values and morals. Teenagers also learn that they*re responsible for their own
actions! decisions and conseDuences. They Duestion more things. )our words and actions
shape your child*s sense of Oright* and Owrong*.
4nfluenced more by friends! especially when it comes to behaviour! sense of self and self-
esteem.
tarting to develop and explore a sexual identity. )our child might start to have romantic
relationships or go on Odates*. These are not necessarily intimate relationships! though. 6or
some young people! intimate or sexual relationships don*t occur until later on in life.
,ommunicating in different ways. The internet! mobile phones and social media can
significantly influence communication with peers and learning about the world.
%ants to spend less time with family and more time with friends and peers.
ees things differently from you. This isn*t because your child wants to upset you. 4t*s
because your child is beginning to think more abstractly and to Duestion different points of
view. At the same time! some teenagers find it difficult to understand the effects of their
behaviour and comments on other people. These skills will develop with time.
9as more arguments with you. ome conflict between parents and children during the
teenage years is normal! as children seek more independence. 4t actually shows that your
child is maturing. ,onflict tends to peak in early adolescence. 4f you feel like you*re arguing
with your child all the time! it might help to know that this isn*t likely to affect your relationship
with your child in the longer term.
"EA*T" PR%+*E(S/C%#CER#S RE*ATE$ T% (E#TA* C"A#,ES-
Alongside the changes referred to above! young people*s brains undergo significant change
during adolescence and into their early twenties. ,onnections between the limbic system! associated with
emotional processing! and the frontal lobes! the centre of rational thought! attention! concentration!
5udgement and decision-making 'among other things(! are reformed with a conseDuent temporary
reduction in young people*s capacity to use both emotional and cognitive processing together. This has
direct implications for young people*s behaviour.
The on-going physical maturation process directly affects body and brain to alter childrenGs needs!
interests! and moods. The teens are prone to depression and anxiety while they undergo changes
physically and emotionally. 4t is because they still ad5ust and it affects their self-esteem that leads to over
thinking.