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Flohr and Williams (1997) emphasized the importance of assessing students' attitudes about fitness testing as it contributes to effective, positive, and motivating physical education (PE) classes. The purpose of this qualitative study was to identify fifth and sixth graders' perceptions of fitness testing using FITNESSGRAM in a self-testing format. Specifically, this study evaluated (a) children's perceptions of FITNESSGRAM, administered in a self-testing format, (b) children's understanding of the purpose of fitness self-testing, and (c) the effects of participation in FITNESSGRAM self-testing on children s perceptions of personal health. This study used questionnaires (n = 78) and follow-up interviews (n = 45) to identify children's perceptions of their experience. Using inductive content analysis (Lincoln & Guba, 1985) of student perceptions, three main categories emerged: (a) self-testing procedures, (b) cognitive understanding, and (c) overall influence of fitness testing. Findings revealed that children enjoyed a self-testing format, understood the purpose of fitness self-testing, and connected their FITNESSGRAM results to their overall health lending support to the use of a fitness self-testing approach in PE. [ABSTRACT FROM AUTHOR]

The article focuses on the need for an educational reform in physical education (PE) which would address the problem in obesity among children. It mentions that the reduction in PE time has been accompanied with the increase in child and youth obesity. It states that physical educators must adopt an expanded role and identity. It adds that a system-wide accountability is needed to achieve a quality PE.

There have been limited prospective studies investigating physical activity and physical self-perceptions in children. In this investigation, mean steps/day did not significantly change from late elementary to junior high for either boys or girls; however, boys accumulated more steps both at baseline and follow-up. Physical self-perception measures were significantly related to changes in steps/day and accounted for 21 % (15% adjusted) of the variance after controlling for demographic/biological variables, R2 change = .21, adjusted R2 change = .15, F(5, 88) = 4.66, p < .001. Sport competence emerged as the most important predictor~ t(88) = -3. 76, p < .001, and was inversely related to physical activity change. The lack of opportunities to participate in sport activities normally found at the onset of adolescence may help explain this unexpected result. [ABSTRACT FROM AUTHOR]

The article presents a study which aims to identify the range of steps per minute (SPM) that equates to moderate-to-vigorous physical activity (MVPA) patterns based on pedometer data. The study enrolled seventy seven 5th grade and 6th grade students to measure their activity time, steps, and speed of movement. It also employed the use of treadmill and pedometers to regulate and measure the speed, steps, and activity time data. The participants walked on the treadmill at 3, 3.5, and 4 miles per hour with a pedometer on the waistband of their pants and at the midline of their right thigh. Results show that the increase of the SPM is directly related to the increase of the speed of the treadmill. It concludes that SPM measurement can be a method to determine the physical activity intensity.

The article presents the utilization of constructivist teaching method in the form of object-lesson plans particular to the components of health-related fitness (HRF). It states that every lesson in fitness concept should stimulate a kind of personal meaning through the usage of object lesson format. It notes that through the utilization of object lesson, the students could make connections between the idea and reality. It also notes the inclusion of one object lesson for each of the five HRF components. Moreover, it also notes the significance of physical educators and physical educator teacher education (PETE) in attaining a healthy lifestyle.