Student health-related fitness testing in school-based physical education: Strategies for student self-testing using technology

2019 ◽  
Vol 26 (2) ◽  
pp. 552-570
Author(s):  
Xiaofen Keating ◽  
Xiaolu Liu ◽  
Rachyl Stephenson ◽  
Jianmin Guan ◽  
Michael Hodges
Keyword(s):  
Physical Education ◽  
Education Programme ◽  
Modern Technology ◽  
School Age Children ◽  
Fitness Testing ◽  
Test Procedures ◽  
School Based ◽  
Self Testing ◽  
Health Related ◽  
Health Related Fitness

If used appropriately in schools, youth fitness testing can play a significant role in promoting a physically active lifestyle among school-age children. Unfortunately, many issues exist when testing students’ health-related fitness (HRF) components, such as privacy concerns, misuse of testing results, and time-consuming test procedures. This paper provides an alternative approach to implementing youth fitness testing, attempting to solve some of these long-standing problems. Contextual information concerning global youth fitness testing practices is first introduced, followed by strategies for fitness self-testing using emerging technologies instead of more traditional testing methods conducted in a physical education (PE) setting. We also address how a self-testing approach could be used as part of a fitness education programme where students learn about HRF components, develop competence, and learn how to improve their HRF over time, absent of an expert evaluator to monitor their own HRF. The potential role of modern technology in solving some of the seemingly unsolvable problems with youth fitness testing in schools worldwide and facilitating the implementation of self-testing HRF in school-based PE programmes is also presented. More effort should be given to the development of technology-based HRF self-testing and empirical research.

High intensity interval and moderate continuous cycle training in a physical education programme improves health-related fitness in young females

2016 ◽  
Vol 33 (2) ◽  
pp. 139-144 ◽  
Author(s):  
Krzysztof Mazurek ◽  
Piotr Zmijewski ◽  
Krzysztof Krawczyk ◽  
Anna Czajkowska ◽  
Anna Kęska ◽  
...  
Keyword(s):  
Physical Education ◽  
High Intensity ◽  
Education Programme ◽  
Young Females ◽  
Health Related ◽  
Cycle Training ◽  
High Intensity Interval ◽  
Health Related Fitness

A reexamination of pre-service physical education teacher attitudes toward school-based health-related fitness testing in the USA

2021 ◽  
pp. 1356336X2110058
Author(s):  
Xiaolu Liu ◽  
Xiaofen D. Keating
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Teacher Characteristics ◽  
Previous Experience ◽  
Fitness Testing ◽  
Fitness Tests ◽  
Health Related ◽  
The Usa ◽  
K 12 ◽  
Health Related Fitness

Pre-service physical education teachers (PPETs) may be implementing health-related fitness testing (HRFT) in schools in the future. Thus, exploring their attitudes toward HRFT would help us understand physical education (PE) teachers’ attitudes toward HRFT. This study investigated PPET attitudes toward HRFT in the USA and the effects of teacher characteristics (i.e. gender, ethnicity, year in university, and previous experience with fitness tests) on attitudes. A total of 501 PPETs (283 males, 56.5%; 218 females, 43.5%) aged 28.12 years (SD = 7.34) were included. The previously validated PPETs’ attitudes toward HRFT survey was used to collect the data using Amazon’s Mechanical Turk. Confirmatory factor analysis and Cronbach’s alpha were first used to examine the validity and reliability of the instrument. Then analysis of variance and multivariate analysis of variance were performed to test overall attitude differences and attitude subdomain differences in teacher characteristics, respectively. The results generated by the reliable and valid scale indicated that only slightly positive overall attitudes toward HRFT were found among PPETs. Year in university had a significant effect only on the cognitive component of attitude. PPETs’ previous experience with fitness tests had significant effects on all aspects of attitudes. No gender or ethnicity differences were found, however. More efforts are needed to improve fitness education in both higher education and K-12 PE programmes in order to help students develop positive attitudes and experiences toward HRFT. Future studies should focus on exploring how PETE programmes prepare PPETs for using HRFT in K-12 programmes.

scholarly journals Effect of Integrated Neuromuscular Exercise in Physical Education Class on Health-Related Fitness in Female Children

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 312
Author(s):  
Marijana Sinđić ◽  
Draženka Mačak ◽  
Nikola Todorović ◽  
Bianka Purda ◽  
Maja Batez
Keyword(s):  
Physical Education ◽  
Muscular Fitness ◽  
Female Children ◽  
Before And After ◽  
Health Related ◽  
The Republic ◽  
Almost All ◽  
And Control ◽  
Cardiorespiratory Endurance ◽  
Health Related Fitness

Integrated neuromuscular training (INT) showed benefits for improving fundamental movement skills (FMS). However, the INT health-related fitness (HRF) effects are lacking. The current study aimed to determine the effects of INT implemented during physical education (PE) in a primary school in the Republic of Serbia on HRF in female children. The sample consisted of 72 healthy girls who were divided into the intervention (EG: n = 37; mean ± SD: age = 8.17 ± 0.31) and control (CG: n = 35; age = 8.11 ± 0.31) groups. The EG and CG performed the INT program and traditional PE activities two times per week within the first ~15 min of PE class, respectively. The Fitnessgram battery tests assessed the HRF (body composition, cardiorespiratory endurance, muscular fitness, and flexibility) before and after the program. After eight weeks, the EG significantly reduced all fat measures, while the CG decreased only triceps skinfold but to a smaller extent (F = 5.92, p < 0.02, ŋ2 = 0.09). Both groups significantly improved the performance of almost all muscular fitness tests (curl-ups, trunk lift, push-ups); however, the EG increased the push-ups more than the CG (F = 9.01, p < 0.01, ŋ2 = 0.14). The EG additionally improved the modified pull-ups (F = 14.09, p < 0.01, ŋ2 = 0.19) and flexed arm hang (F = 28.82, p < 0.01, ŋ2 = 0.33) tests. The flexibility and cardiorespiratory endurance of both groups did not significantly change after eight weeks. This approach of exercise showed positive acceptance and relatively good results after only eight weeks.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

scholarly journals Children’s Weight Gain and Cardiovascular Fitness Loss over the Summer

2018 ◽  
Vol 15 (12) ◽  
pp. 2770 ◽  
Author(s):  
Timothy Brusseau ◽  
Ryan Burns
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Cardiovascular Fitness ◽  
The Body ◽  
School Year ◽  
School Based ◽  
Health Related ◽  
Physical Activity Programming ◽  
The Impact ◽  
Health Related Fitness

The purpose of this study was to examine the impact of summer breaks on the body composition and cardiovascular fitness of elementary school children who participated in a multi-year school-based physical activity intervention. Participants were 404 children who had their height and weight measured and completed the Progressive Aerobic Cardiovascular Endurance Run (PACER) during physical education classes at the beginning and end of the school year for three consecutive years. To examine the effects of time on health-related fitness data, general linear mixed effects models were employed. The results indicate that there was a trend toward an increase in body mass index (BMI) after the summer of 2015 (p = 0.958), and a significant increase in BMI after the summer of 2016 compared to time point 1 (p < 0.001). For PACER laps, there were trends toward decreases in PACER laps after the summers of 2015 (p = 0.515) and 2016 (p = 0.073). Summer breaks tended to attenuate the BMI and PACER lap improvements that were observed during the intervention. While school-based physical activity programming has had some successes in improving health-related fitness markers, the loss of these improvements over the summer is of concern to both practitioners and researchers. It is clear that additional efforts are needed to limit obesogenic behaviors during the summer months.

A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness

2021 ◽  
Vol 40 (1) ◽  
pp. 118-125
Author(s):  
José A. Santiago ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Physical Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
The United States ◽  
Physical Education Teachers ◽  
Health Related ◽  
Pete Programs ◽  
Common Content ◽  
Health Related Fitness

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

Health-Related Fitness and Physical Education Teachers’ Content Knowledge

2007 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Darla Castelli ◽  
Lori Williams
Keyword(s):  
South Carolina ◽  
Physical Education ◽  
Teacher Development ◽  
Self Efficacy ◽  
Teaching Experience ◽  
National Standards ◽  
Physical Education Teachers ◽  
Education Assessment ◽  
Health Related ◽  
Health Related Fitness

This study examined what teachers know about health-related fitness (HRF) and how confident they are in their knowledge. Seventy-three middle school physical education teachers completed a 3-part cognitive HRF test and a self-efficacy questionnaire that required responses to statements about how confident they were in passing a HRF knowledge test. Results indicated that teachers were very confident in their knowledge of HRF; however, their actual HRF test scores did not meet the standard of achievement expected of a ninth-grade student as assessed by the South Carolina Physical Education Assessment Program. Further investigation of the influence of teacher characteristics related to HRF knowledge revealed that age and years of teaching experience significantly related to self-efficacy but not to HRF knowledge. This study implies that targeted teacher development is a necessary part of attaining and maintaining HRF knowledge required to teach to state and national standards.

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