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This study employed occupational socialization theory to explore three physical education preservice teachers' (PSTs) perceptions of assessment during an alternative field-based experience. A phenomenological approach guided this study, and data were collected through autobiographies, lesson plans, video recordings of teachings, and three rounds of interviews per participant. Data were examined through thematic collaborative qualitative analysis. Three major themes emerged: (1) out of sight, out of mind: assessment disappears in actual teaching practices; (2) PSTs valued assessment; and (3) PSTs' socialization impacted assessment practices. There were subsequent subthemes within each theme. The results suggested PSTs valued assessment; however, their socialization influenced their lack of assessment implementation even with supports at the alternative field-based setting.

This study aimed to investigate preservice physical education teachers' (PPETs') attitudes toward fitness testing, and factors that may influence such attitudes. One hundred fifty-seven PPETs participated in the study (54.1% male). A slightly modified quantitative survey on PPETs' attitudes toward fitness testing validated by Keating et al. (2001) was utilized. Analysis of variance and multivariate analysis of variance were used in data analysis. Consistent with Keating el al. (2001), the results indicated that PPETs had moderate, but significant, positive attitudes toward fitness testing. PPETs' previous experiences with fitness tests affected their attitudes. Findings also showed PPETs' professional memberships had a significant effect, but only on their beliefs of importance and usefulness of fitness testing. The data concluded that PPETs' overall attitudes toward fitness testing were similar to the data found over 20 years ago. These results hold implications for PETE programming in that PETE faculty need to aid in PPETs' journeys in fostering positive attitudes toward fitness testing to increase their confidence in administering testing within physical education and to integrate fitness testing in sound fitness education.

Diffusion of Innovations (DOI) is a complex and intricate theory applied in a variety of contexts. This review investigates the five key attributes of innovation in DOI (relative advantage, compatibility, complexity, trialability, and observability), as well as the stages of diffusion within innovators (early adopters, early majority, late majority, and laggards). Literature is examined with the application of DOI in areas of general education, health behavior/education/promotion, physical activity, and physical education. The model lends itself well to be applied within the physical education realm, but at this point is an understudied theory within the context.

Background: For over six decades, in many countries, youth fitness testing has been seen as a critical component of physical education programs. As such, preservice physical education teachers (PPETs) must be trained appropriately for effective youth fitness testing, with careful consideration dedicated to PPETs perceptions, since many purported attitudes to have an effect on behavior (Ajzen 1985. "From intentions to actions: A theory of planned behavior." In "Action control: From cognition to behavior," edited by J. Kuhl, and J. Beckmann. Berlin: Springer-Verlag). Our understanding on PPETs' attitudes toward fitness testing is limited, with no research found on the topic for Chinese PPETs. Purposes: The primary purpose of the current study was to examine the overall attitudes of Chinese PPETs' toward school-based fitness testing. The secondary purpose was to test differences of attitudes in gender and years in college, and interaction between these two independent variables. Method: A total of 1012 PPETs from 11 Chinese universities participated in the study. Participants consisted of 28.3% of freshmen, 37.0% of sophomore, 19.5% of junior, and 15.2% of senior, with an average age of 21.2. Participants were recruited via emails and asked to complete a previously validated 16-item survey in English, measuring PPETs' attitudes toward fitness tests (Keating et al. 2008. "Physical Education Teacher Attitudes toward Fitness Tests Scale: Cross-Revalidation and Modification." "Measurement in Physical Education and Exercise Science" 12 (2): 72. https://doi.org/10.1080/10913670801903969). The survey consisted of two domains (i.e. beliefs of the importance of fitness testing and effects of fitness test implementation with two subdomains: enjoyment of fitness test implementation and enjoyment of using fitness test results). The survey was translated into Chinese for distribution. ANOVA was performed to test overall attitude differences in gender and year in college, while two-way MANOVA was used to examine attitude subdomain differences in gender and year in college. Results: The overall attitudes of Chinese PPETs were slightly positive, and consistent with existing literature. Only significant gender differences in both overall attitudes and the three subdomains were found. It was also found that year in college was not significant, nor was the interaction between gender and year in college. These results may suggest that PETE programs have little effect on improving PPETs' attitudes toward fitness testing. Conclusions: Chinese PPETs' attitudes toward youth fitness testing were only slightly positive. Gender may affect Chinese PPETs' attitudes, while surprisingly PETE programs may not focus on PPETs' attitudes toward fitness testing. Future interventions on improving Chinese PPETs' attitudes toward fitness tests are needed, with specialized interests targeting female candidates during PETE training programs.