JROTC
Cadet Handbook
Table
of Contents
Unit 1: Introduction to JROTC, A Character and Leadership Development Program *
Chapter 1: Foundations of Army JROTC and Getting Involved *
Lesson 3: Moving Up in Army JROTC – Rank and Structure *
Lesson 4: The Signs of Success *
Lesson 5: Your Personal Appearance and Uniform *
Lesson 7: The Stars and Stripes *
Lesson 8: Proudly We Sing - The National Anthem *
Lesson 9: American Military Traditions, Customs, and Courtesies *
Chapter 2: The Nation’s Defense Forces *
Lesson 1: The Department of Defense *
Lesson 2: The U.S. Army Part 1 – The Active Army *
Unit 2: Leadership Theory and Application *
Chapter 1: Being a Leader *
Lesson 3: Leadership from the Inside Out *
Lesson 4: Principles and Leadership *
Chapter 3: Leading Situations *
Lesson 1: Performance Indicators *
Lesson 3: Decision Making and Problem Solving *
Lesson 10: Basic Command and Staff Principles *
Chapter 4: Leadership Lab *
Lesson 4: Stationary Movements *
Lesson 5: Steps and Marching *
Lesson 6: Squad Drill *
Lesson 7: Platoon Drill *
Lesson 9: Company Formations and Movement *
Lesson 10: Forming, Inspection, and Dismissing the Battalion *
Unit 3: Foundations for Success *
Chapter 1: Know Yourself - Socrates *
Lesson 1: Self-Awareness *
Lesson 4: Brain Structure and Function *
Lesson 5: Left-Brain/Right-Brain *
Chapter 5: Teaching Skills *
Lesson 5: Graphic Organizers *
Chapter 6: Making a Difference with Service Learning *
Lesson 1: Orientation to Service Learning *
Lesson 2: Plan and Train for Your Exploratory Project *
Chapter 7: Career Planning *
Lesson 2: Career Development Portfolio *
Chapter 8: Planning Skills and Social Responsibility *
Lesson 1: Making the Right Choices *
Lesson 4: Cadet Etiquette Guide *
Unit 4: Wellness, Fitness, and First Aid *
Chapter 1: Achieving a Healthy Lifestyle *
Lesson 1: Choosing the Right Exercise Program for You *
Lesson 2: You Are What You Eat *
Lesson 3: Nutrition – Nourishing Your Body *
Lesson 5: Controlling Fat *
Chapter 2: Taking the Challenge *
Lesson 1: Ready, Go…Crossing the Finish Line *
Unit 6: Citizenship and American History *
Chapter 1: You the People – The Citizenship Skills *
Lesson 1: The Preamble *
Lesson 3: Cooperation and Patience *
Chapter 2: Your Job as an American Citizen *
Lesson 1: Becoming an American Citizen - Naturalization and Immigration *
Chapter 8: Advanced Citizenship and American History *
Lesson 1: Democracy and Freedom *
Unit 1: Introduction to JROTC, A Character and Leadership Development
Program
Chapter
1: Foundations of Army JROTC and Getting Involved
Lesson
3: Moving Up in Army JROTC – Rank and Structure
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Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter 1: Foundations
of Army JROTC and Getting Involved
Lesson
4: The Signs of Success
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ARMY JROTC AWARDS |
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UNIT AWARDS |
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MERIT UNIT HONOR UNIT HONOR UNIT WITH DISTINCTION |
Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter 1: Foundations
of Army JROTC and Getting Involved
Lesson
5: Your Personal Appearance and Uniform
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THE ARMY GARRISON CAP |
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INSIGNIA OF GRADE |
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CLASS A UNIFORM |
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CLASS B UNIFORM |
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BABBATTLE DRESS UNIFORM (BDU) |
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Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter 1: Foundations
of Army JROTC and Getting Involved
Lesson
7: The Stars and Stripes
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"I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all." |
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Illustrated below is the
correct procedure for folding the U.S. flag. ¨
Bring the lower striped
section of the flag up over the blue field.
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Then, fold the
"folded edge" over to meet the "open edge."
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Start a triangular
fold by bringing the lower striped corner to the "open edge"
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Fold the outer point
inward and parallel with the "open edge" to form a second triangle.
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Continue to fold the
flag in triangles until the entire length of the flag is folded with only the
blue field and the margin showing.
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Tuck the margin into
the pocket formed by the folds at the blue field edge of the flag.
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When you have
completely folded the flag, only the blue field should be visible, and it should
have the triangular shape of a cocked hat.
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Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter 1: Foundations
of Army JROTC and Getting Involved
Lesson
8: Proudly We Sing - The National Anthem
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The
Star-Spangled Banner |
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O say, can you
see, by the dawn’s early light, What so proudly
we hailed at the twilight’s last gleaming, Whose broad
stripes and bright stars, through the perilous fight, O’er the
ramparts we watched were so gallantly streaming? And the rockets’
red glare, the bombs bursting in air Gave proof
through the night that our flag was still there, O say, does that
Star-Spangled Banner yet wave O’er the land of
the free and the home of the brave? On the shore
dimly seen through the mist of the deep, Where the foe’s
haughty host in dread silence reposes, What is that
which the breeze, o’er the towering steep As it fitfully
blows, half conceals, half discloses? Now it catches
the gleam of the morning’s first beam, In full glory
reflected now shines on the stream; ‘Til the
Star-Spangled Banner--O long may it wave O’er the land of
the free and the home of the brave. O thus be it
ever when free men shall stand Between their
loved homes and the war’s desolation; Blest with
victory and peace, may the heaven rescued land Praise the Power
that has made and preserved us a nation. Then conquer we
must, when our cause it is just, And this be our
motto, "In God is our trust;" And the
Star-Spangled Banner in triumph shall wave O’er the land of
the free and the home of the brave. |
Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter 1: Foundations
of Army JROTC and Getting Involved
Lesson
9: American Military Traditions, Customs, and Courtesies
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Title How to Address All general
officers "General" Colonels and
Lieutenant Colonels "Colonel" Majors "Major" Captains "Captain" Lieutenants "Lieutenant" Chaplains "Chaplain" Cadets "Mister,"
"Miss" or "Cadet" Officer
Candidates "Candidate" Warrant Officers
"Mister" or "Miss" Sergeant Major "Sergeant
Major" First Sergeants "First
Sergeant" All other
Sergeants "Sergeant" Corporals "Corporal" All specialists "Specialist" Privates and
privates first class "Private" |
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Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter
2: The Nation’s Defense Forces
Lesson
1: The Department of Defense
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Unit 1: Introduction to
JROTC, A Character and Leadership Development Program
Chapter 2: The Nation’s
Defense Forces
Lesson
2: The U.S. Army Part 1 – The Active Army
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Major
CONUS Commands Army Material
Command Military
District of Washington Training and
Doctrine Command Forces Command Medical Command Army
Intelligence and Security Command Criminal
Investigation Command Corps of
Engineers Military Traffic
Management Command Army Special
Operations Command Major
OCONUS Commands U.S. Army Europe U.S. Army
Pacific Eighth Army U.S. Army South |
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Unit
2: Leadership Theory and Application
Lesson
3: Leadership from the Inside Out
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L OYALTY - to bear true
faith and allegiance to the U.S. Constitution...your peers D UTY - to fulfill your
obligations R ESPECT - to treat
people as they should be treated S ELFLESS SERVICE - to
put the welfare of the nation...before your own H ONOR - to live up to all
values I NTEGRITY- to do what
is right, legally and morally P ERSONAL COURAGE - to
face fear, danger, or adversity |
Unit 2: Leadership
Theory and Application
Chapter 1: Being a
Leader
Lesson
4: Principles and Leadership
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The 11
Principles of Leadership 1. Know yourself
and seek self-improvement. 2. Be
technically and tactically proficient. 3. Know your
subordinates and look out for their welfare. 4. Keep your
subordinates informed. 5. Set the
example. 6. Insure the
task is understood, supervised, and accomplished. 7. Train your
subordinates as a team. 8. Make sound
and timely decisions. 9. Develop a
sense of responsibility among your subordinates. 10. Employ your
command in accordance with its capabilities. 11. Seek
responsibility and take responsibility for your actions. |
Unit 2: Leadership Theory
and Application
Lesson
1: Performance Indicators
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Unit 2: Leadership
Theory and Application
Chapter 3: Leading
Situations
Lesson
3: Decision Making and Problem Solving
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SAMPLE PROBLEM-SOLVING MODEL |
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Step 1: Understanding the Problem · Review the issue again. · Write down what you know. · Look for key phrases. · Find the important information. · Tell it in your own words. · Tell what you are trying to
find. Step 2: Selecting Strategies · Make a model – involve the
senses. · Make an organized list or
table. · Look for a pattern – find
relationships. |
· Guess (or conjecture) and test. · Make an organized drawing or
sketch. · Work backwards – start with
the consequence. · Role-play – become an active
player. · Solve a simpler matter – try
simulations. · Use estimation. Step 3: Looking Back: Checking the
Answer · Does the answer make sense? · Is it reasonable? · Can the issue be generalized? · Is there a pattern? · Are there other similar
situations? |
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Unit 2: Leadership
Theory and Application
Chapter 3: Leading
Situations
Lesson
10: Basic Command and Staff Principles
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Unit 2: Leadership
Theory and Application
Lesson
4: Stationary Movements
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Position
of Attention:
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Parade
Rest:
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Facing
Right or Left:
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About
Face:
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Unit 2: Leadership
Theory and Application
Chapter 4: Leadership
Lab
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30-inch
Step:
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15-inch
Step:
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Unit 2: Leadership
Theory and Application
Chapter 4: Leadership
Lab
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Squad Formations
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Normal Intervals:
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Close Intervals:
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Changing Direction:
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Column of Twos:
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Unit 2: Leadership
Theory and Application
Chapter 4: Leadership
Lab
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Platoon
Formations:
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Counter
Column March:
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Unit 2: Leadership
Theory and Application
Chapter 4: Leadership
Lab
Lesson
9: Company Formations and Movement
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Company
Formations:
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Company
in Columns with Platoon in Columns:
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Forming
a Company Mass:
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Company
in Column with Platoons in Line:
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Unit 2: Leadership
Theory and Application
Chapter 4: Leadership
Lab
Lesson
10: Forming, Inspection, and Dismissing the Battalion
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Battalion
in Line with Companies in Line or Mass
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Battalion
in Column with Companies in Column or Mass
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Battalion
in Mass Formations:
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Unit
3: Foundations for Success
Chapter
1: Know Yourself - Socrates
WINNING COLORSâ
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Builder
Behaviors (brown, decide) Builder Vocabulary: Always
Leading People Power Responsible Duty Results Tradition Money Prepared I
Give Directions Do
It My Way I
Like To Get Things Done Now Hot Buttons: Down-to-earth and traditional |
Planner
Behaviors (green, think) Planner Vocabulary: Changing
and Improving Analyzing Being
My Best Dreaming Caring Invention Planning Inner
Life Exactness Seeks
the Future Freedom
of Thought Hot Buttons: Freedom to think, dream, create |
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Adventurer
Behaviors (red, act) Adventurer Vocabulary: Excitement Test
The Limits Risk Act
and Perform Fun Action Fast
Machines Freedom Challenge Do
It Now! Hot Buttons: A life of fun, action and freedom |
Relater
Behaviors (blue, feel) Relater Vocabulary: We
Are The World Friendly Romantic I
See Everything Hugs
Are Special Giving Teamwork Groups Wanting
People to Like Me Let’s
Get Along With Each Other Hot Buttons: Friendly, caring, feeling people |
Unit 3: Foundations for
Success
Chapter 1: Know Yourself
- Socrates
Lesson
4: Brain Structure and Function
Triune
Brain
The Neocortex is responsible for thinking and
speaking. When activated by positive emotions, whole-brain activation can take
place allowing high-level learning. The Limbic System is responsible for group interaction and emotions. It monitors fear,
threat, intimidation, and put-downs and codes incoming information with
positive or negative emotions. The Brain Stem, also known as the
Reptilian Brain, Reactive Complex and R-complex, governs primitive needs such
as a sense of safety and survival. When the Limbic System detects fear,
threats, intimidation, or put-downs, the R-complex takes over and downshifting
occurs preventing high-level learning.
Brain
Structure and Function
Unit 3: Foundations for
Success
Chapter 1: Know Yourself
- Socrates
Lesson 5: Left-Brain/Right-Brain
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The Left/Right Brain hemisphere theory of Roger Sperry, suggests there are "two modes of thinking, verbal and nonverbal represented rather separately in left and right hemispheres" of the human brain. The left hemisphere tends to be verbal and analytic, while the right is nonverbal and global. |
Unit 3: Foundations for
Success
Graphic Organizers
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Concept
Web
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Mind
Map
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Ranking
Ladder
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Venn
Diagram
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Double
T-Chart
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Poor
Nutrition Problem Solution Eating
junk food Education T-Chart |
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Sunshine
Wheel
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Looks-Sounds-Feels
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Fishbone
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Analogy/Simile
Chart
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Sequence (Also known as Bridging Snapshots)
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Unit 3: Foundations for
Success
Chapter
6: Making a Difference with Service Learning
Lesson
1: Orientation to Service Learning
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Orientation and Training + Meaningful Service + Structured Reflection SERVICE LEARNING |
Unit 3: Foundations for
Success
Chapter 6: Making a
Difference with Service Learning
Lesson
2: Plan and Train for Your Exploratory Project
SERVICE LEARNING STEPS
Complete a pre-assessment of skill level using the Personal
Skills Map from the JROTC Success Profiler.
Determine
a school, community, or national need you can fill relating to class
curriculum.
Brainstorm
and select a meaningful service project that meets proposed guidelines.
Start
learning log to record new knowledge, thoughts and feelings throughout all
phases.
Plan
and organize details of the service activity and discuss expectations.
Participate
in a meaningful service activity that meets the service learning guidelines
(Form 219-R).
Discuss
and reflect on what you experienced (observation).
Discuss
and reflect on what you gained from the experience (analysis).
Discuss
and reflect on what you can do with the new information (integration).
Complete
a project summary report, a final group evaluation form to judge teamwork, etc
Brief
the experience to community members, administration, classmates, etc.
Complete
a post-assessment using the personal skills map and related analysis to
determine plan of action.
SERVICE LEARNING
GUIDELINES FOR CADETS (Based on Form 219-R)
Complete
the Personal Skills Map (PSM) before and after a project or a cluster of
projects to evaluate skills.
Establish
and used a "Learning Log" throughout the project.
Used
authorized curriculum materials and processes to execute the project.
Spend
the required amount of time on the project (10 45 - 50 or 5 80 - 90 minute
sessions plus time for required activities and project completion.
Follow
required discussion points for proper reflection based on analysis,
observation, and integration.
Spend
at least one additional class period in the exploratory project.
Participate
in selecting the service performed.
Participate
in an extensive after action review (reflection phase).
Complete
a project summary report.
Brief
experience to at least two of the following: Classmates, community members,
supporting community organization members, PTA, school administrators,
Brigade/Region evaluators, etc.
Complete
research papers in addition to these briefings (not mandatory).
Perform
an analysis based on the pre- and post- PSM and identify improvements and what
still requires work, and create a plan to improve those areas.
Follow
similar steps used regardless of the service learning programs chosen.
Work
in groups/teams, then complete sample evaluations of the Group Evaluation form.
Integrate
learning standards into service and assess the quality of the service learning
activity.
Complete
and submit a Unit Roll-Up America’s Promise Report.
Unit 3: Foundations for
Success
Lesson
2: Career Development Portfolio
Sample Resume
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394 N. Anywhere St. • Any Town, FL 24509 • 123.456.7890 •
cadet@anytown.com
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To obtain a Graphic Designer position in the print/web industry utilizing creative and artistic talents. |
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Sandy Beach High School, Cape Coral, FL ·1
Graduated in May 2002
with emphasis in art and business. ·2
Courses included: Computers,
Typing, JROTC, Marketing, Public Speaking ·3 Honors Student, GPA: 3.5 or a 4.0 scale |
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EXPERIENCE |
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2000-2002 PRINT WORKS STATIONARY ·1
Sold custom-printed
stationary and print products. ·2
Organized
computerized filing system to keep client base. ·3 Illustrated design ideas and custom logos for
clientele. ·4 Designed web site for company and created a
corporate image. ·5 Edited marketing video for company to send to
corporate clients. Any Town, FL 1998-2000 GOLF & BEACH RESORT ·6
Completed Lifeguard
Training and received certifications in CPR and First Aid. ·7 Worked cash register in the resort gift shop. Any Town, FL
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SKILLS |
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1 Windows systems ·2 Illustration ·3 HTML ·4 Macintosh systems ·5 Color Management ·6 JavaScript ·7 Video Editing ·8 Animation ·9 3-D Modeling |
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ACTIVITIES/SERVICE |
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·10 National Honors Society ·11 Recycling Club ·12 Army JROTC ·13 Junior Achievement ·14 Swim Team ·15 Student Council References available upon request. |
Unit 3: Foundations for
Success
Chapter
8: Planning Skills and Social Responsibility
Lesson
1: Making the Right Choices
Unit 3: Foundations for
Success
Chapter 8: Planning
Skills and Social Responsibility
Lesson
4: Cadet Etiquette Guide
Proper Place Setting
Unit
4: Wellness, Fitness, and First Aid
Chapter
1: Achieving a Healthy Lifestyle
Lesson
1: Choosing the Right Exercise Program for You
Exercise 2: Exercise
Program and Schedule
Directions:
Look
at the sample "Weekly Physical Fitness Training Schedule" in your
text. Use it as a suggestion for how you might build your own program.
Start
your daily exercise program on Monday. Enter the dates in the ‘Date’ column
next to the appropriate day of the week.
For
each day, list the exercises/activities you plan to do in the appropriate
block/cell of the table. On the day you do each exercise/activity, record the
number of minutes you participated in that type of exercise/activity.
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Date |
Warm-up/Stretching (slow walking, mild stretching or calisthenics lasting 5 – 7 minutes) |
Total Minutes warm-up |
Conditioning Exercises to include Strength Training (generally lasting 20 minutes) |
Total Minutes conditioning exercises |
Aerobic Conditioning Activities (jogging, brisk walking, roller-blading, dancing, bicycling, & swimming) |
Total Minutes aerobic conditioning |
Cool-down/ Stretching (slow walking, simple calisthenics, mild stretching lasting 4-6 minutes) |
Total Minutes for cool-down |
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Monday
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Tuesday
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Wednesday |
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Thursday
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Friday
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Saturday
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Sunday
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Unit 4: Wellness,
Fitness, and First Aid
Chapter 1: Achieving a
Healthy Lifestyle
Lesson
2: You Are What You Eat
Exercise 1: Daily Food
Intake
Directions: Record the food groups of
the various items you eat each day. Also record the food group, the
number of servings, and the number of calories for each food
item.
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1. Day / Meal |
2. Food Item |
3. Food Group |
4. # of Servings |
5. Calories |
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Unit 4: Wellness,
Fitness, and First Aid
Chapter 1: Achieving a
Healthy Lifestyle
Lesson
3: Nutrition – Nourishing Your Body
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CARBOHYDRATES FATS FOODSTUFFS
= PROVIDE ENERGY FOR BODILY PROCESSES PROTEINS VITAMINS DO NOT
PROVIDE ENERGY, BUT HELP RELEASE ENERGY FROM FOOSTUFFS AND REGULATE BODILY
PROCESSES MINERALS WATER THE MOST
IMPORTANT NUTRIENT REQUIRED FOR HUMAN TISSUES TO LIVE |
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Food Pyramid |
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Unit 4: Wellness,
Fitness, and First Aid
Chapter 1: Achieving a
Healthy Lifestyle
Exercise 2: Estimating
Your Body Fat Content
Directions: Use the method created by Jack H.
Willmore, an exercise physiologist at the University of Texas at Austin, to
measure your body fat. Your fat content is acceptable, good, athletic, or needs
help. Finally, write out the required information in the space provided:
What
are your height and hip measurements (ladies) OR your weight and waist
measurements (guys).
According
to the graph, what is your percentage of fat? According to the chart, is your
fat percentage acceptable, good, athletic, or in need of help? Choose a diet
plan you think you can manage to maintain, increase or decrease your percentage
of body fat.
What,
if anything, will you do differently the next time you sit down for a meal or
snack?
· Write your percentage of fat and if your fat percentage is acceptable, good, athletic, or needs help. Write the diet plan you chose to follow.
· What, if anything, will you do differently the next time you sit
down for a meal or snack?
In the space provided, please write the following:
1. Write your weight and
waist measurement.
2. Write your percentage of
fat and if your fat percentage is acceptable,
good, athletic, or needs help. Write the diet plan you chose to follow.
3. What, if anything, will
you do differently the next time you sit
down for a meal or snack?
Unit 4: Wellness,
Fitness, and First Aid
Chapter
2: Taking the Challenge
Lesson
1: Ready, Go…Crossing the Finish Line
Exercise 1: Keeping Track of Your
Progress on "The Challenge"
Directions: At least five times prior to the
date set by your instructor for the Cadet Challenge, complete the exercises
that make up the Cadet Challenge. Try to achieve the 85th percentile standards
listed in this unit. Record the dates you complete the exercises and your
scores on the chart on the bottom of the page.
Since you are practicing
these events on your own, the following guidelines will help:
For the one-mile run/walk
and shuttle run, try to run on a track -- many already have distances marked.
If not, choose a location where you will be able to measure and mark these
distances. Make sure the running surface is smooth and that there is little
pedestrian, bicycle, or automobile traffic, so you will not be slowed down or
distracted.
Have a friend or family
member time you in the one-mile run/walk, shuttle run, and curl-ups; and have
them hold your feet and legs for the curl-ups and v-sit reach.
If you do not have blocks
for the shuttle run, use any light, small items that you can grip easily that
are approximately 2" x 2" x 4".
For the v-sit reach, use
any straight line on the floor as your baseline (i.e., where carpet ends and
tile begins, or place a piece of tape on the floor). Place a yardstick perpendicular
to this line with 0" at the baseline. Make sure you place the heels of
your feet on either side of where the yardstick meets the baseline, and measure
the number of inches you stretch past the baseline with the yardstick.
Detach and turn in
Exercise 1: Keeping Track of Your Progress on "The
Challenge"
SCHOOL
STUDENT’S NAME AGE WEIGHT
Scores
ONE-MILE SHUTTLE PULL-
CURL- V-SIT FLEXED-
DATE
RUN/WALK RUN UPS* UP SREACH ARM HANG*
1
2
3
4
5
* Remember, you can use the
Flexed-Arm Hang as an alternative to Pull-ups.
Cadet Challenge
1. One-Mile Run/Walk:
Conduct this event on a flat area that has a known measured distance of one
mile with a designated start and finish line. Give cadets a lightweight
numbered device to carry or wear in any manner that will not slow them down
while running. (Note: Use of the numbered device makes it possible to have many
cadets run at one time by having them pair off before the start of the event,
then having one cadet from each pair run while the other cadets keep track of
the number of laps their partners complete as well as listening for their times
as they cross the finish line.) Start cadets at the standing position. At the
command "ready, go," start the cadets running the one-mile distance.
Although walking is permitted, encourage cadets to cover the distance in the
shortest time possible. Scoring should be to the nearest second.
2. Shuttle Run:
Conduct this event on an area that has two parallel lines 30 feet apart. The
width of a regulation volleyball court can serve as a suitable area. Start
cadets at the standing position. At the command "ready, go," have the
cadets run to the opposite line, pick up one block, run back to the starting
line, and place the block behind the line. Cadets then run back and pick up the
second block, which they carry across the line. Two runs are allowed for this
event with the better of the runs recorded. Scoring should be to the nearest
tenth of a second.
3. Pull-ups: Conduct
this event using a horizontal bar approximately one and one-half inches in
diameter. A doorway bar or a piece of pipe can serve the purpose. The bar
should be high enough so that cadets can hang with their arms fully extended
and their feet free of the floor/ground. Have cadets assume the hanging
position on the bar using either an overhand grasp (palms facing away from
body) or underhand grip (palms facing toward body). Cadets begin the exercise
by first raising their body until the chin is over the bar without touching it.
To complete one repetition, the body must be lowered to the full-hang starting
position. During each repetition, the body must not swing, legs must not kick
or bend, and the pull must not be jerky. Cadets are scored on the number of pull-ups
they can correctly execute. There is no time limit on this event. For cadets
who cannot accomplish one-pull-up, have them do the flexed arm hang (number 6
below) as an alternative event.
4. Curl-ups: Conduct
this event on a flat, clean surface, preferably with a mat. Start cadets in a
lying position on their backs with their knees up so their feet are flat on the
floor and about 12 inches from their buttocks. Cadets should have their arms
crossed with their hands placed on opposite shoulders and their elbows held
close to the chest throughout the exercise. The feet are to be held by a
partner at the instep. At the command "ready, go," cadets raise the
trunks of their bodies, curling up to touch the elbows to the thighs. They must
then lower their backs so that their shoulder blades touch the floor/mat. This
constitutes one repetition of a curl-up. During each repetition, bouncing off
the floor/mat is not allowed and the fingers must touch the shoulders at all
times. Cadets must try to complete as many curl-ups as possible in 60 seconds.
5. V-sit Reach:
Conduct this event on a flat, clean floor. Use a yardstick and adhesive tape to
make a baseline that is two feet long. Make a measuring line perpendicular to
the midpoint of the baseline extending two feet out from either side of the
baseline. Place one-inch and half-inch marks along the measuring line with
"0" where the baseline and measuring line intersect. Have cadets
remove their shoes and sit on the floor with the soles of their feet placed
immediately behind the baseline. The measuring line should be between their
heels, which should be 8 to 12 inches apart. Cadets must clasp their thumbs so
that their hands are together, palms down, and place them on the floor between
their legs. While their legs are held flat on the floor by a partner (or
partners), cadets performing the exercise keep the soles of their feet
perpendicular to the floor (feet flexed) and slowly reach forward along the
measuring line as far as possible keeping the fingers in contact with the
floor. Cadets receive three practice tries for the v-sit reach. On the fourth
extension, cadets must hold their farthest reach for three seconds. Scores are
recorded where fingertips touch the floor to the nearest half-inch. Scores
beyond the baseline are recorded as plus scores, whereas those behind the
baseline are recorded as minus scores
6. Flexed-arm Hang:
This event should be used when a cadet cannot execute one pull-up. Using a
horizontal bar as in the pull-ups, have cadets climb a ladder until their chin
is above the bar. They begin the exercise by grasping the bar with their hands,
shoulder width apart -- using either an overhand grasp (palms facing away from
body) or underhand grip (palms facing toward body. At the command "ready,
go," the cadets step off the ladder. Simultaneously, an assistant
instructor will remove the ladder and prevent any forward swinging of the legs.
The cadet's chin should be level above the bar. Kicking and other body
movements are not permitted while the cadets are on the bar. Start the
stopwatch on the command "go" and stop it when the cadet's chin rests
on the bar, the chin tilts backward to keep it above the bar, or the chin falls
below the level of the bar. Scoring is to the nearest second.
|
ONE-MILE RUN/WALK FOR BOYS |
||||||||||||
|
Percentile Scores Based on Age/Test Scores in Minutes and Seconds |
||||||||||||
|
AGE |
||||||||||||
|
PERCENTILE |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17+ |
|
100 |
6:18 |
7:41 |
6:30 |
6:50 |
6:24 |
6:29 |
6:03 |
5:40 |
4:30 |
4:42 |
4:49 |
4:46 |
|
95 |
8:54 |
8:31 |
8:00 |
7:48 |
7:10 |
6:56 |
6:43 |
6:25 |
6:01 |
5:50 |
5:40 |
5:35 |
|
90 |
9:41 |
5:56 |
8:28 |
8:14 |
7:39 |
7:17 |
6:57 |
6:39 |
6:13 |
6:07 |
5:56 |
5:57 |
|
85 |
10:15 |
9:22 |
8:48 |
8:31 |
7:57 |
7:32 |
7:11 |
6:50 |
6:26 |
6:20 |
6:08 |
6:06 |
|
80 |
10:32 |
9:43 |
9:00 |
8:47 |
8:08 |
7:45 |
7:25 |
7:00 |
6:33 |
6:29 |
6:18 |
6:14 |
|
75 |
10:53 |
10:02 |
9:23 |
9:04 |
8:19 |
8:00 |
7:41 |
7:11 |
6:45 |
6:38 |
6:25 |
6:23 |
|
70 |
11:17 |
10:20 |
9:38 |
9:12 |
8:37 |
8:14 |
7:56 |
7:20 |
6:59 |
6:48 |
6:33 |
6:32 |
|
65 |
11:41 |
10:34 |
9:56 |
9:30 |
8:59 |
8:27 |
8:05 |
7:29 |
7:09 |
6:57 |
6:44 |
6:40 |
|
60 |
12:00 |
10:55 |
10:15 |
9:47 |
9:11 |
8:45 |
8:14 |
7:41 |
7:19 |
7:06 |
6:50 |
6:50 |
|
55 |
12:20 |
11:19 |
10:39 |
10:07 |
9:29 |
9:01 |
8:25 |
7:55 |
7:29 |
7:16 |
6:58 |
6:57 |
|
50 |
12:36 |
11:40 |
11:05 |
10:30 |
9:48 |
9:20 |
8:40 |
8:06 |
7:44 |
7:30 |
7:10 |
7:04 |
|
45 |
13:00 |
11:56 |
11:27 |
10:46 |
10:10 |
9:46 |
8:58 |
8:17 |
7:59 |
7:39 |
7:20 |
7:14 |
|
40 |
13:39 |
12:17 |
11:55 |
11:03 |
10:32 |
10:07 |
9:11 |
8:35 |
8:13 |
7:52 |
7:35 |
7:24 |
|
35 |
14:11 |
12:50 |
12:08 |
11:20 |
10:58 |
10:25 |
9:40 |
8:54 |
8:30 |
8:08 |
7:53 |
7:35 |
|
30 |
14:48 |
13:23 |
12:30 |
11:44 |
11:14 |
10:54 |
10:00 |
9:10 |
8:48 |
8:29 |
8:09 |
7:52 |
|
25 |
15:12 |
13:49 |
12:54 |
12:08 |
11:40 |
11:25 |
10:22 |
9:23 |
9:10 |
8:49 |
8:37 |
8:06 |
|
20 |
15:34 |
14:16 |
13:23 |
12:33 |
12:15 |
12:00 |
10:52 |
10:02 |
9:35 |
9:05 |
8:56 |
8:25 |
|
15 |
16:30 |
15:00 |
14:10 |
12:59 |
13:07 |
12:29 |
11:30 |
10:39 |
10:18 |
9:34 |
9:22 |
8:56 |
|
10 |
17:25 |
16:12 |
14:57 |
13:52 |
13:50 |
13:08 |
12:11 |
11:43 |
11:22 |
10:10 |
10:17 |
9:23 |
|
5 |
18:12 |
17:43 |
16:08 |
15:01 |
14:47 |
14:35 |
13:14 |
12:47 |
12:11 |
11:25 |
11:49 |
10:15 |
|
0 |
22:05 |
21:20 |
22:40 |
19:40 |
23:00 |
23:32 |
23:05 |
24:12 |
18:10 |
21:44 |
20:15 |
16:49 |
|
ONE MILE RUN-WALK FOR GIRLS |
||||||||||||
|
Percentile Scores Based on Age/Test Scores in Minutes and Seconds |
||||||||||||
|
AGE |
||||||||||||
|
PERCENTILE |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17+ |
|
100 |
8:36 |
8:04 |
8:00 |
6:11 |
6:26 |
7:07 |
6:22 |
5:42 |
5:00 |
5:51 |
5:58 |
6:20 |
|
95 |
10:06 |
9:30 |
9:10 |
8:21 |
8:07 |
8:06 |
7:35 |
7:21 |
7:20 |
7:25 |
7:26 |
7:22 |
|
90 |
10:29 |
10:05 |
9:45 |
9:07 |
8:49 |
8:40 |
8:00 |
7:49 |
7:43 |
7:52 |
7:55 |
7:58 |
|
85 |
11:20 |
10:36 |
10:02 |
9:30 |
9:19 |
9:02 |
8:23 |
8:13 |
7:59 |
8:08 |
8:23 |
8:15 |
|
80 |
11:37 |
10:55 |
10:20 |
10:03 |
9:38 |
9:22 |
8:52 |
8:29 |
8:20 |
8:24 |
8:39 |
8:34 |
|
75 |
12:00 |
11:17 |
10:55 |
10:22 |
10:08 |
9:44 |
9:15 |
8:49 |
8:36 |
8:40 |
8:50 |
8:52 |
|
70 |
12:12 |
11:25 |
11:20 |
10:45 |
10:19 |
10:04 |
9:36 |
9:09 |
8:50 |
8:55 |
9:11 |
9:15 |
|
65 |
12:20 |
11:45 |
11:38 |
10:58 |
10:42 |
10:24 |
10:05 |
9:30 |
9:09 |
9:09 |
9:25 |
9:33 |
|
60 |
12:31 |
12:20 |
11:53 |
11:13 |
10:52 |
10:42 |
10:26 |
9:50 |
9:27 |
9:23 |
9:48 |
9:51 |
|
55 |
12:45 |
12:39 |
12:10 |
11:32 |
11:00 |
11:00 |
10:44 |
10:07 |
9:51 |
9:37 |
10:09 |
10:08 |
|
50 |
13:12 |
12:56 |
12:30 |
11:52 |
11:22 |
11:17 |
11:05 |
10:23 |
10:06 |
9:58 |
10:31 |
10:22 |
|
45 |
13:56 |
13:21 |
12:46 |
12:13 |
11:40 |
11:36 |
11:23 |
10:57 |
10:25 |
10:18 |
10:58 |
10:48 |
|
40 |
14:14 |
13:44 |
13:07 |
12:24 |
11:58 |
12:00 |
11:47 |
11:20 |
10:51 |
10:40 |
11:15 |
11:05 |
|
35 |
14:45 |
14:04 |
13:31 |
12:48 |
12:08 |
12:21 |
12:01 |
11:40 |
11:10 |
11:00 |
11:44 |
11:20 |
|
30 |
15:09 |
14:32 |
13:56 |
13:19 |
12:30 |
12:42 |
12:24 |
12:00 |
11:36 |
11:20 |
12:08 |
12:00 |
|
25 |
15:27 |
14:55 |
14:21 |
13:44 |
13:00 |
13:09 |
12:46 |
12:29 |
11:52 |
11:48 |
12:42 |
12:11 |
|
20 |
16:10 |
15:12 |
14:53 |
14:07 |
13:29 |
13:44 |
13:35 |
13:01 |
12:18 |
12:19 |
13:23 |
12:40 |
|
15 |
16:45 |
16:00 |
15:19 |
14:57 |
14:00 |
14:16 |
14:12 |
14:10 |
12:56 |
13:33 |
14:16 |
13:03 |
|
10 |
17:36 |
16:35 |
15:45 |
15:40 |
14:30 |
14:44 |
14:39 |
14:49 |
14:10 |
14:13 |
16:03 |
14:01 |
|
5 |
19:00 |
17:27 |
16:55 |
16:58 |
15:43 |
16:07 |
16:00 |
16:10 |
15:44 |
15:17 |
18:00 |
15:14 |
|
0 |
21:40 |
22:19 |
20:40 |
24:00 |
24:00 |
21:02 |
24:54 |
20:45 |
20:04 |
24:07 |
21:00 |
28:50 |
|
SHUTTLE RUN FOR BOYS |
||||||||||||
|
Percentile Scores Based on Age/Test Scores in Seconds and Tenths |
||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
AGE |
||||||||||||
|
PERCENTILE |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17+ |
|
100 |
11.0 |
8.3 |
8.0 |
8.1 |
7.4 |
7.0 |
7.5 |
8.0 |
6.6 |
6.3 |
6.5 |
6.9 |
|
95 |
11.7 |
10.8 |
10.4 |
10.4 |
9.8 |
9.5 |
9.4 |
9.0 |
8.8 |
8.5 |
8.4 |
8.5 |
|
90 |
12.0 |
11.2 |
10.9 |
10.6 |
10.0 |
9.9 |
9.6 |
9.3 |
9.0 |
8.8 |
8.6 |
8.6 |
|
85 |
12.1 |
11.5 |
11.1 |
10.9 |
10.3 |
10.0 |
9.8 |
9.5 |
9.1 |
9.0 |
8.7 |
8.7 |
|
80 |
12.3 |
11.7 |
11.2 |
11.0 |
10.5 |
10.2 |
9.9 |
9.6 |
9.3 |
9.1 |
8.9 |
8.9 |
|
75 |
12.4 |
12.0 |
11.4 |
11.1 |
10.7 |
10.4 |
10.0 |
9.8 |
9.4 |
9.2 |
8.9 |
8.9 |
|
70 |
12.5 |
12.2 |
11.5 |
11.3 |
10.8 |
10.5 |
10.1 |
9.9 |
9.5 |
9.3 |
9.0 |
9.0 |
|
65 |
12.8 |
12.4 |
11.8 |
11.5 |
11.0 |
10.6 |
10.3 |
10.0 |
9.6 |
9.4 |
9.1 |
9.1 |
|
60 |
13.0 |
12.5 |
11.9 |
11.6 |
11.2 |
10.8 |
10.4 |
10.1 |
9.7 |
9.5 |
9.2 |
9.2 |
|
55 |
13.1 |
12.7 |
12.0 |
11.8 |
11.3 |
11.0 |
10.5 |
10.1 |
9.8 |
9.5 |
9.3 |
9.3 |
|
50 |
13.3 |
12.8 |
12.2 |
11.9 |
11.5 |
11.1 |
10.6 |
10.2 |
9.9 |
9.7 |
9.4 |
9.4 |
|
45 |
13.5 |
13.0 |
12.3 |
12.0 |
11.6 |
11.2 |
10.7 |
10.3 |
10.0 |
9.8 |
9.5 |
9.5 |
|
40 |
13.7 |
13.2 |
12.5 |
12.2 |
11.8 |
11.4 |
10.8 |
10.4 |
10.1 |
9.9 |
9.6 |
9.6 |
|
35 |
13.8 |
13.3 |
12.7 |
12.5 |
12.0 |
11.5 |
11.0 |
10.6 |
10.2 |
10.0 |
9.7 |
9.6 |
|
30 |
14.0 |
13.5 |
13.0 |
12.8 |
12.2 |
11.7 |
11.1 |
10.7 |
10.3 |
10.1 |
9.8 |
9.8 |
|
25 |
14.3 |
13.8 |
13.3 |
13.0 |
12.4 |
12.0 |
11.2 |
10.8 |
10.5 |
10.2 |
10.0 |
9.9 |
|
20 |
14.5 |
14.0 |
13.6 |
13.3 |
12.7 |
12.2 |
11.4 |
11.0 |
10.7 |
10.4 |
10.1 |
10.1 |
|
15 |
14.8 |
14.5 |
13.8 |
13.6 |
13.1 |
12.6 |
11.6 |
11.1 |
11.0 |
10.7 |
10.3 |
10.3 |
|
10 |
15.2 |
14.9 |
14.2 |
14.1 |
13.6 |
13.0 |
12.0 |
11.4 |
11.3 |
11.0 |
10.6 |
10.6 |
|
5 |
16.0 |
15.4 |
15.0 |
14.5 |
14.5 |
13.5 |
12.4 |
12.0 |
12.0 |
11.8 |
11.1 |
11.1 |
|
0 |
19.5 |
25.0 |
18.0 |
18.8 |
16.9 |
16.8 |
16.1 |
16.4 |
19.9 |
19.8 |
23.0 |
23.0 |
|
SHUTTLE RUN FOR GIRLS |
||||||||||||
|
Percentile Scores Based on Age/Test Scores in Seconds and Tenths |
||||||||||||
|
AGE |
||||||||||||
|
PERCENTILE |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17+ |
|
100 |
9.1 |
9.5 |
8.3 |
8.3 |
7.2 |
7.1 |
7.7 |
9.0 |
8.0 |
8.3 |
6.4 |
7.6 |
|
95 |
12.0 |
11.5 |
11.2 |
10.4 |
10.1 |
10.0 |
10.0 |
9.8 |
9.6 |
9.5 |
9.6 |
9.5 |
|
90 |
12.2 |
11.9 |
11.5 |
10.8 |
10.6 |
10.3 |
10.2 |
10.0 |
9.9 |
9.8 |
10.0 |
9.9 |
|
85 |
12.4 |
12.1 |
11.8 |
11.1 |
10.8 |
10.5 |
10.4 |
10.2 |
10.1 |
10.0 |
10.1 |
10.0 |
|
80 |
12.7 |
12.3 |
12.0 |
11.3 |
11.1 |
10.6 |
10.5 |
10.4 |
10.3 |
10.1 |
10.2 |
10.2 |
|
75 |
13.0 |
12.5 |
12.1 |
11.5 |
11.3 |
10.8 |
10.7 |
10.5 |
10.5 |
10.3 |
10.4 |
10.3 |
|
70 |
13.0 |
12.6 |
12.2 |
11.7 |
11.4 |
11.0 |
10.8 |
10.6 |
10.6 |
10.4 |
10.5 |
10.4 |
|
65 |
13.3 |
12.8 |
12.4 |
11.9 |
11.6 |
11.1 |
10.9 |
10.8 |
10.8 |
10.6 |
10.6 |
10.6 |
|
60 |
13.4 |
13.0 |
12.6 |
12.1 |
11.8 |
11.2 |
11.0 |
10.9 |
10.9 |
10.7 |
10.7 |
10.7 |
|
55 |
13.6 |
13.1 |
12.8 |
12.2 |
11.9 |
11.4 |
11.2 |
11.0 |
11.0 |
10.8 |
10.8 |
10.9 |
|
50 |
13.8 |
13.2 |
12.9 |
12.5 |
12.1 |
11.5 |
11.3 |
11.1 |
11.2 |
11.0 |
10.9 |
11.0 |
|
45 |
14.0 |
13.5 |
13.0 |
12.7 |
12.2 |
11.7 |
11.4 |
11.2 |
11.3 |
11.1 |
11.0 |
11.1 |
|
40 |
14.1 |
13.6 |
13.3 |
12.9 |
12.4 |
11.9 |
11.5 |
11.4 |
11.4 |
11.2 |
11.2 |
11.2 |
|
35 |
14.5 |
13.9 |
13.5 |
13.0 |
12.6 |
12.1 |
11.7 |
11.5 |
11.6 |
11.4 |
11.4 |
11.3 |
|
30 |
14.7 |
14.0 |
13.7 |
13.2 |
12.8 |
12.2 |
11.9 |
11.6 |
11.7 |
11.5 |
11.5 |
11.5 |
|
25 |
14.8 |
14.3 |
13.9 |
13.4 |
13.1 |
12.5 |
12.1 |
11.8 |
11.9 |
11.7 |
11.7 |
11.7 |
|
20 |
15.0 |
14.5 |
14.3 |
13.7 |
13.3 |
12.8 |
12.3 |
12.0 |
12.1 |
11.9 |
11.9 |
11.9 |
|
15 |
15.3 |
14.9 |
14.8 |
14.0 |
13.7 |
13.0 |
12.5 |
12.4 |
12.5 |
12.2 |
12.2 |
12.1 |
|
10 |
15.5 |
15.4 |
15.2 |
14.6 |
14.2 |
13.4 |
12.9 |
12.8 |
12.9 |
12.6 |
12.6 |
12.7 |
|
5 |
16.1 |
16.4 |
16.2 |
15.6 |
15.0 |
14.0 |
13.4 |
13.4 |
14.0 |
13.2 |
13.2 |
13.2 |
|
0 |
19.8 |
29.1 |
20.5 |
20.5 |
17.8 |
20.6 |
16.1 |
19.8 |
21.4 |
16.6 |
15.4 |
19.8 |
|
PULL-UPS FOR BOYS |
||||||||||||
|
Percentile Scores Based on Age/Test Scores in Number of Pull-ups |
||||||||||||
|
AGE |
||||||||||||
|
PERCENTILE |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17+ |
|
100 |
11 |
14 |
15 |
21 |
22 |
25 |
21 |
20 |
23 |
29 |
26 |
26 |
|
95 |
5 |
6 |
8 |
8 |
9 |
10 |
10 |
11 |
13 |
14 |
15 |
17 |
|
90 |
3 |
5 |
6 |
6 |
7 |
7 |
8 |
9 |
11 |
12 |
12 |
15 |
|
85 |
2 |
4 |
5 |
5 |
6 |
6 |
7 |
7 |
10 |
11 |
11 |
13 |
|
80 |
1 |
4 |
4 |
5 |
5 |
5 |
6 |
7 |
9 |
10 |
10 |
12 |
|
75 |
1 |
3 |
4 |
4 |
4 |
4 |
5 |
6 |
8 |
10 |
10 |
11 |
|
70 |
1 |
2 |
3 |
4 |
4 |
4 |
5 |
5 |
7 |
9 |
9 |
10 |
|
65 |
0 |
2 |
3 |
3 |
3 |
3 |
4 |
5 |
6 |
8 |
8 |
10 |
|
60 |
0 |
2 |
2 |
3 |
||||||||