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This paper takes on a different address to youth fitness testing from previous literature by applying a cross-cultural comparison of youth fitness testing in both the US and China. Utilizing a modified version of Bronfenbrenner's Ecological Model, the chronosystem (historical evolution over time), and macrosystem (social and cultural vantage point) factors, in particular, are explored within the realm of youth fitness testing. From the lens of this model changes and characteristics of youth fitness testing practice are identified. It is concluded that both fitness testing batteries were revised periodically as time passes, even though more revisions and debates occurred in the US. Although both countries made the shift from skill-related fitness to health-related fitness, social and cultural values in both countries dictated the implementation styles of youth fitness testing and the use of the current youth fitness testing results. Future theoretical research on youth fitness testing should investigate the other three factors of the model.

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.

This article explores current research on how music can affect levels of motivation and increase levels of physical activity. Some of the topics include using music as a distraction, thinking about synchronous or asynchronous pairing of music with lessons, and how the tempo may interact with student engagement. Following the review of current research on the topic, suggestions are provided on how to apply this research to utilizing music within physical education instructional practices.

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.

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.

The challenges regarding professional development (PD) for physical education teachers (PETs) have been widely documented. PD for PETs is often ineffective, disconnected from PETs interests and needs, and sometimes provided in content other than physical education (PE). Several researchers have studied PD for PETs and have identified several problems as well as suggested effective ways to move forward including various PD components that have shown promise. Unfortunately, even with these suggestions, PD for PETs remains problematic because it has been suggested that there is a gap between the current PD practices for PETs and effective PD. Therefore, this article continues the ongoing inquiry about the most effective ways to help PETs participate in career-long professional learning and growth by providing an overarching framework and set of key factors to assist PETs to lead their own PD in an era of widespread cultural and educational change across the world.