Student experiences of fitness testing in physical education

The role of self-concept

Datos Bibliográficos

ID21323764
AutoresRhiannon White (0000-0002-5118-6226, Western Sydney University, autor de correspondencia), Marko Babić (0009-0002-4635-4405, University of Newcastle Australia), Mark Babic (School of Education, Faculty of Education and Arts, University of Newcastle, Callaghan, NSW, Australia), Andrew Bennie (0000-0001-9151-4821, Western Sydney University), Nicole Taylor (0000-0003-1426-4149, Western Sydney University)
Año2025
Volumen84
Número6
Páginas637-648
Fecha de publicación2025-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth Education Journal (JOURNAL)
Identificadores de la revistaISSN: 0017-8969 • E-ISSN: 1748-8176
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00178969251330862
OpenAlexW4408999517
IdiomaEN
Referencias citadas40

Objective: While qualitative research suggests there may be detrimental effects of fitness testing in physical education (PE), little quantitative data have helped to understand how students experience fitness-testing lessons. This study aimed to examine whether the physical self-concept plays a role in how students experience fitness testing at school. Methods: A total of 143 secondary school students ( M = 13.48 years) in Western Sydney, Australia, wore an accelerometer during one PE lesson (either a fitness-testing lesson or a ‘normal’ practice lesson), and self-reported physical self-concept, and positive and negative affect after the lesson. We used linear regression models to determine whether lesson type influenced students’ levels of moderate-to-vigorous physical activity (MVPA), and positive and negative affect, and to test whether self-concept moderated the role of lesson type. Results: Lesson type was a significant predictor of MVPA (β = .11, p = .001), with students being less active in fitness-testing lessons. Lesson type was not a significant predictor of positive (β = .08, p = .727) or negative (β = .08, p = .727) affect. However, physical self-concept moderated the effect of lesson type on positive affect (β = −.42, p = .005), such that those with lower physical self-concept reported lower levels of positive affect when engaging in fitness-testing lessons. Conclusion: While understanding and developing fitness are important elements of PE, group testing of fitness may be associated with poor affective experiences, among those most at risk of being inactive later in life. Therefore, if fitness is to be assessed, new approaches in which students self-assess individual improvement might need to be considered

Pedagogy · Physical education · Physical fitness · Physical therapy · Applied Psychology · Eating Disorders and Behaviors · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology