NETFIT®’s novelty is perceived in the following fields:
- it is scientifically grounded;
- it is based on a criterion-referenced evaluation of students;
- it is health-oriented;
- motor tests are developed in a way to avoid joint and back accidents;
- it can be used as a pedagogical tool;
- it is supported by an online data handling system.
NETFIT® allows to perform the following testings/assessments:
- compulsory institutional fitness testing;
- self-assessment and self-evaluation;
- individualized testing;
- personal best testing.
When using NETFIT®, the following principles should be followed during the implementation of methods:
- Create an appropriate environment giving physical and emotional security;
- NETFIT® is part of the planned curriculum and has a pre-defined number of class hours available. In autumn, it can be used for diagnostic purposes, while during the year it is suitable to evaluate the process of development.
- Before NETFIT® evaluations it is necessary to prepare students for the assessment;
- It shouldn’t be forgotten that the test results are influenced not only by school performance of students but also by different genetic and environmental factors that are independent from the students;
- During the evaluations (besides the compulsory assessment), it is not necessary to perform all the NETFIT® elements with the students;
- A continuous use of NETFIT® allows to gather the results in a portfolio and to evaluate it in base of special criteria, making it a perfect tool to support learning;
- Evaluation can be based on the following criteria: fitness, knowledge on the fitness improvement possibilities, knowledge of the exact performance of tests, recognition of mistakes, self-assessment and self-evaluation, planning of individual workout programs, support to fellow students. In case of a complex set of parameters these criteria can be used to give marks and text evaluation and therefore they can be part of the school performance evaluation at the end of the school semester or school year.
- Using absolute results achieved during fitness testing for school performance evaluation;
- Evaluating school performance in base of the improvement of fitness test results;
- Teacher evaluation exclusively in base of fitness test results;
- Physical education program assessment exclusively in base of fitness test results;
- Not taking into consideration the individual/personal character of testing and test results, comparing test results, posting the individual results on school billboards.
- individual testing by teacher;
- testing of student pairs, as a group;
- testing of student groups, as a group;
- testing of student pairs or groups of 3-4 students, individually;
- testing in ‘mixed’ learning situations;
- testing as a project, with the involvement of the whole institution (NETFIT® project day).
- age of students;
- previous experience/knowledge of students;
- aim of the testing (part of the compulsory assessment or other educational objectives);
- time available;
- space available;
- available tools;
- experience, organisational skills of the teacher.
Body Composition and Nutrition Profile
- Body mass index measurement
- Height measurement
- Percent body fat measurement
Aerobic Capacity (Endurance) Profile
- PACER (Progressive Aerobic Cardiovascular Endurance Run) (20-meter or 15-meter shuttle run test)
Muscular Strength and Endurance Profile
- Trunk lifting
- Hand grip strength
- Standing long jump
- Backsaver sit-and-reach test
What is the difference between a normative approach and a criterion-referenced evaluation system?
The evaluation of physical fitness tests can be traditionally performed from two points of view. On the one hand, there is the normative approach taking comparing the results achieved through percentile tables and systems of point or standard deviations. The test batteries developed in conformity with such approach are called norm-oriented tests. In Hungary, all known testing systems were developed in accordance with this method. On the other hand, NETFIT® compares the individual test results to an external reference value, creating criterion-referenced test batteries. The external criterion means the minimal fitness performance value necessary to conduct a healthy lifestyle.
- Because physical fitness is only one component of school-level physical education; any changes in physical fitness do not mean that students did something on purpose in order to achieve the changes.
- Because the improvement or worsening of physical activity is not suitable to evaluate the learning process (movement, health enhancement, sport, games) during P.E. classes. Especially among girls, excellent motivation, movement and learning is not always followed by the improvement of physical fitness.
- Because the absolute values of physical fitness are closely related to maturity and growth as well as to genetic make-up.
- Because the results of the criterion-referenced evaluation system of NETFIT® (Healthy Zone, To be Improved Zone, To be Strongly Improved Zone) cannot be converted to points or marks.
- Because the performance of students is improved with age though natural growth and maturity, independently by the type and regularity of physical activity of students. Physical activity is dramatically decreasing from pre-puberty (especially among girls), but it does not entail automatically the worsening of physical fitness.
- Because it is easier to achieve a bigger improvement starting from a lower level of fitness than from a higher level of fitness. Consequently, students with good physical condition start from a less advantaged position.
- Because students react differently to workout programs. The same workout can produce staggering improvements in one case and only a slight improvement in another case. Consequently, generalized development norms cannot be easily interpreted on an individual level (i.e. everybody should improve 10 cm at standing long jump to receive a good mark).
- Because if marks are given in base of the improvement, students learn to “manipulate” the results. Giving a poor performance in autumn then improving in spring for a good mark does not conceive the right pedagogical message.
- Because the P.E. class circumstances (number of hours/week, quality, infrastructure) influence differently the physical fitness of students. Daily physical education (in case of adequate infrastructure and tool supply) may improve physical fitness of students, while limited environment (1-2 classes/week, usually in a half court), a curriculum of 3+2 hours and the effective physical activity during classes (generally c.ca 20 minutes) are limiting factors.
- cardiovascular fitness (aerobic capacity), aerobic fitness (endurance);
- functional muscoskeletal fitness (muscular strength, strength endurance, flexibility), endurance and flexibility;
- body composition (percentage body fat, body mass index).
- an assessment guideline;
- test protocol CD-s for PACER, curl-up and push-up tests;
- educational DVD;
- tools necessary to perform the tests (scale, height measurement tool, flexibility measurement tool, hand grip tool, measuring strip, 20 meter long strip, bioelectrical impedance analyser).