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Background: Millions of American children are participating in fitness testing in school-based physical education (PE) programs. However, practitioners and researchers in the field of PE have questioned the need for regular or mandatory youth fitness testing. This was partly because a significant improvement in youth fitness and physical activity (PA) levels has not been demonstrated since the implementation of such tests in the 1950s. Therefore, there is a need to understand fully the role of youth fitness testing in school-based PE programs. Purposes: Given that no data are available to enrich our understanding of the determinants of teacher use of youth fitness tests in PE programs in the USA, this study aimed to identify variables that influence teachers' use of fitness tests, guided by the theoretical model of Ronis, Yates, and Kirscht for determinants of a repeated behavior (i.e., use of fitness tests in this study). Participants: Full-time PE teachers (n = 325) from 10 states in the USA participated in the study. The average age of the participants was 40.17 years (SD = 10.7). The average elementary and secondary teaching experiences were 6.6 years (SD = 8.5), and 8.2 years (SD = 10.3), respectively. There were 177 (54.6%) females and 146 (45.1%) males. In total, 83% of the participants used various fitness tests. Data collection: The researchers generated an initial survey, guided by survey research theories due to the lack of a pre-validated instrument. The theoretical model of Ronis, Yates and Kirscht, which consisted of three major factors: unreasoned influences, resources or enabling variables, and reasoned influences, provided guidance for the selection of primary factors, the sub-factors in each factor, and items in each sub-factor. The survey was pilot tested through multiple phases to ensure acceptable score reliability and validity. Three approaches were employed to collect the data. First, some surveys were mailed to teachers that the investigators knew directly. Second, PE teacher educators in different states were asked to mail materials to teachers they knew. And third, a PE email list was used to solicit participants. In total, 821 surveys were distributed and 325 were usable. The actual return rate was difficult to determine because some teacher educators failed to record the number of surveys they sent out. Data analysis: The means and standard deviations for each of the three factors in the model of Ronis, Yates and Kirscht were calculated. Negatively worded items were reverse-coded to be consistent with the scoring of the positive items. The higher the score, the stronger the endorsement of the statement/item. Discriminant function (DF) analysis was performed multiple times using different combinations of data sets to explore the determinants thoroughly. Results: The results of the DF analysis suggested that reasoned influence (i.e., intentions of using fitness tests for students, perceived benefits, perceived self-efficacy, and overall attitudes) and resource enabling factors were found to predict if teachers implement fitness tests. No demographic variables were identified as determinants when analyzed with other variables. Conclusions: The results from this study confirmed that there were various determinants of teacher fitness test use and the model of Ronis, Yates and Kirscht could guide the investigation of the repeated behavior--teacher use of youth fitness tests. Among the three factors in the model, reasoned influences and resource enabling factors were the determinants, suggesting test promoters may need to take into consideration those factors when revising the nationally available fitness tests. The data also provided empirical evidence to support the need for youth fitness testing from the teacher perspective. (Contains 1 figure and 5 tables.)

This article addresses ways in which fitness tests can be used positively in physical education. We take the position throughout the article that fitness tests should be used as formative evaluation to further educational goals. We begin by discussing the different ways in which adults and children use fitness tests. The next section, the heart of the article, provides guidelines for incorporating fitness testing into the physical education curriculum and maintains that: (a) fitness testing should be implemented as an integral part of fitness instruction; (b) fitness testing results should be used to assess fitness instruction and student learning; and (c) the expectation should be that all children have the potential to meet basic health-related fitness standards. The final section focuses on the related issues of students' perceptions of fitness tests and ways to assist teachers in productively implementing fitness tests.

This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers' overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.

The Physical Education Teacher Attitudes Toward Fitness Test Scale (PETAFTS) produces reliable and valid scores. There were 4 stages and 4 sets of participants in the development of the PETAFTS. First, the domains of attitude were defined and cognitive and affective components were developed, organized, and validated. In the second stage, 134 full-time physical education teachers participated in a pilot study and PETAFTS was revised based on the information obtained. In the third stage, 28 teacher educators served on an expert panel and organized the items into domain areas. In the final stage, 322 physical education teachers from 10 states tested the revised PETAFTS. Based on the results, the PETAFTS was shortened by deleting and combining some of the items in subdomains; this resulted in a 16-item final version that, according to the indices, generates reliable and valid scores.

This study was designed to investigate the status of teachers' use of fitness tests in school-based physical education programs. Full-time physical education teachers (N = 325) in 10 states participated. A questionnaire was developed specifically for this study to collect data. Various methods were utilized to lend evidence for the reliability and validity of the items on the questionnaire. Means and standard deviations of continuous variables and Likert-type variables were computed. Frequencies of category variables were calculated and percentages of the frequencies were reported. The results were: (a) most of the teachers used fitness tests with the majority using nationally available fitness tests (among those who implemented the nationally available fitness tests, most utilized the norm-referenced test [i.e., President's Challenge, 1998] and not criterion-referenced tests [i.e., the Fitnessgram, or YMCA Youth Fitness Test Program]), (b) teachers in general implemented different approaches to prepare students for fitness testing and most teachers informed students verbally about the tests in advance, (c) helping students gain awards was the least important purpose for teachers to use fitness tests, and (d) fitness testing was not strongly associated with teachers' fitness/physical activity instruction. The data from the study suggested that fitness testing is merely an isolated part of physical education programs. (Contains 8 tables.)

Examined preservice teachers' attitudes toward fitness tests in schools. Respondents had only slightly positive attitudes toward fitness tests and did not consider them very important or useful. These responses persisted as students' professional preparation increased. Previous experience with fitness tests influenced their attitudes, while age, gender, association with professional organizations, and type of fitness test did not. (SM)

Examined the content, process, and instructors of introductory graduate research methods classes within kinesiology and physical education departments. Overall, course objectives included understanding, planning, critiquing, and applying research. Quantitative design and analysis were emphasized most frequently. Most class time involved lecture. Grades were based on exams, preparing research proposals, and regular assignments. Professors were relatively experienced and reasonably productive researchers. (SM)

Investigated relationships between teachers' belief systems toward physical activity and fitness and what they taught. Researchers observed teachers with high and low physical activity and fitness beliefs, measuring instructional behaviors related to physical activity and fitness. No differences surfaced between groups in percent of class time spent in moderate to vigorous physical activity, fitness activities, or teacher fitness-related behaviors. (SM)

This study aimed to examine changes in physical education (PE) programs nationwide from 2006 to 2010 by analyzing the data reported in the Shape of the Nation published by the National Association for Sport and Physical Education. Means and standard deviations for numeric variables in the reports were computed. For categorical variables, percentages were calculated. Data were analyzed using the Wilcoxon test. The data from this study indicate a significant change in elementary PE as more states have mandated elementary PE and licensed elementary PE teachers. Significant increases in required PE units for high school graduation were also noted, indicating a positive change toward enhancing high school PE. However, the percentages of states with funding for professional development and required PE coordinator decreased significantly, suggesting that more work needs to be done if school PE is to provide the help and support requested by public health agencies. [ABSTRACT FROM AUTHOR]

Investigates the relationship between the importance of physical activity and fitness to teachers and their teaching behaviors in physical education in the U.S. Factors influencing instructional behaviors; Frequency of teachers prioritizing fitness activities; Implications for understanding the relation between belief system and action.