Fit and Ready Testing Pilot Program Post Assessment Results

The students who participated in our Fit and Ready Assessment pilot program trained for five months, twice a week for thirty minutes.
The Fit and Ready Score was calculated using the following universal movements:

  • Chin up
  • Jump Rope
  • Push up
  • Right and Left Side Bridge
Grade 7
Increased
84%
Stayed the Same
7%
Decreased
9%
Grade 8
Increased
78%
Stayed the Same
4%
Decreased
18%

  • A number of adverse health effects that occur in adulthood are associated with being overweight during adolescence. Because body mass index appears to be programmed early in life, the prevention of becoming overweight in childhood and adolescence may be the most effective means of decreasing the associated morality and morbidity of adults. (Must,1992)
  • Women who were overweight as an adolescent were eight times more likely to report difficulty with personal care and routine needs in the activities of daily living, as compared to woman who were lean in adolescence. (Must, 1992)
  • In 2005, 25% of children in the U.S are overweight and 11% are obese. 70% of obese adolescents grow up to be obese adults and they believe that both the over consumption of calories and reduced physical activity are the main factors in childhood obesity. Their findings discovered that overweight children are more likely to have cardiovascular and digestive diseases compared to those who are lean. (Must, 1992)
  • The Journal of Diabetes and Metabolic Disorders recommended preventing obesity through the development of effective plans in schools, after school-programs, and preschool institutions. (Dehghan, 2005)

These findings correlate to our belief that individuals should maintain a healthy bodyweight throughout life giving them the ability to move correctly and decrease their chances of disease. Participating Fit Kids Fit Future™ students leave our program with a Health Roadmap that gives them the tools to maintain a healthy bodyweight and functional skills throughout life.


of individuals are projected to be obese by 2030. 66 billion dollars will be spent treating obesity related diseases (CBS News, 2012).


  • School-based physical education either leads to a positive result or is associated with no change in academic performance. (CDC,2010)
  • 8 of the 9 studies found that offering physical activity breaks during standard classroom instruction may have favorable associations with some indicators of cognitive functioning, academic behaviors and/or academic achievement. (CDC,2010)
  • GPA was positively associated with extracurricular physical activity 12 of the 22 times it was measured. (CDC,2010)
  • Increased time spent in physical education is not likely to detract from academic performance even when less time is devoted to subjects other than physical education. (CDC,2010)
  • Two studies found that participation in extracurricular physical activities resulted in decreased dropout rates. (CDC,2010)
  • Researchers reported that participating in physical activity was positively related to outcomes including academic achievement, academic behaviors, cognitive skills, concentration, memory, self-esteem, and verbal skills. (CDC,2010)

The findings above support our belief at Fit Kids Fit Future™ that physically active students are smarter and have higher self-esteem. We contend that students who are following a structured health and fitness program will have a highly likelihood of long-term success in life due to higher academic achievement and confidence and will harbor the mindset of “I can”.



of middle school students were unable to complete 1 push up during a recent physical assessment.



  • “Overall fitness, including body mass index (BMI) but also strength and endurance, was a better predictor of academic performance than BMI alone.” (London, 2011)
  • “Up until recently, most schools have gone towards doing more in the classroom (to improve) academic performance, without looking at the big picture. Physical Education and physical activity play a very, very important role and will ultimately lead to a better academic performance.” (Siegel, 2011)
  • “Adolescents’ self-perception of their weight – ie., whether or not they saw themselves as overweight – was more strongly associated with academic performance than BMI, suggesting that self-esteem and other intangibles may have a big influence.” (London, 2011)
  • A study of over 1,500 seventh grade students found “Cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born.” (Sardinha, 2014)

Fit Kids Fit Future™ centers its curriculum on increasing students’ knowledge within the health and fitness field, increasing strength, and providing students with the tools to take responsibility for their own health, allowing them to tackle school with their highest potential.



studies were recently reviewed in a public journal and their findings support that fitter students are smarter students (Mercola, 2012)


  • Successes in consistency staying on track within a fitness program are; having a coach or mentor who provides the following:
    • provides alternative exercises a client can do successfully
    • acknowledges clients achievements
    • realizes clients’ fitness level and limitations
    • promotes clients’ health outcomes and improved quality of life with exercise (not focusing on appearance and weight loss)
    • (Kravitz, 2010)
  • 50% of individuals who start a fitness program will drop out within 6 months of starting. (Kravitz, 2010)
  • The key components within this study found that self-efficiency, inability to reach unrealistic goals, too weak to exercise, no time, little support, and conscious about appearance were the main factory driving individuals to quit a fitness program. (Kravitz, 2010)

Fit Kids Fit Future™ covers the above success factors within its Fit and Ready Assessment, multi-level exercise progressions, and student recognition and creativity module. The essence behind our program is to provide inspiration and the tools to students so they can take responsibility for their own health. We believe weight loss and appearance is a by-product of staying active, happy and healthy and should not be the main focus of an exercise curriculum.



of Fit Kids Fit Future™ participants increased their fitness levels training only 2x per week for 30 minutes in Physical Education Class.



  • The more deliberate and constant an individual practices leads to increased brain myelin insulation resulting in a higher level of skills. In other words Daniel Coyle believes the more we work on improving a skill through consistent focused practice, the more myelin we grow, the better we will become at that activity. (Coyle, 2009)
  • 10,000 hours of practice is needed to master a skill. (Gladwell 2008)
    Our results have shown that students who follow our structured daily warm-ups, Physical Education activities and practice our Universal Movements while away from Physical Education class result in an increased Fit and Ready score, therefore demonstrating that they are “fitter” and have a higher level of physical functionality. Our belief is that students who consistently practice functional exercises throughout life will have a higher likelihood of staying independent and free of functional ailments as they age. Practice makes perfect.

Citations:

From New England Journal of Medicine: Long Term Morbidity and Morality of Overweight Adolescents, by Aviva Must Ph.D., 1992

Journal of Diabetes and Metabolic Disorders: Childhood Obesity, Prevalence, and Prevention, by Mahshid Mehghan, Noori Akhtar-Danesh, Anwar T Merchant, 2005

Centers for Disease Control and Prevention: The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA: U. S Department of Health and Human Services, 2010

BMC Pediatrics: Fitness, fatness, and academic performance in seventh-grade elementary school students. by Luis B Sardinha, Adilson Marques, Sandra Martins, Antonio Palmeira, Claudia Minderico, 2014

Does Obesity Affect School Performance? by Amanda Gardner, 2011

California Study: Fitness BMI, and Strength Relationship to Academic Achievement by Rebecca London, Ph. D., 2011

Center for Better Health and Nutrition, by Robert Siegel, M. D. 2011

Exercise Motivation: What Starts and keeps People Exercising? by Len Kravitz, 2010

The Talent Code: Greatness Isn’t Born It’s Grown by Daniel Coyle, 2009

Outliers: The Story of Success by Malcom Gladwell, 2008