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Student Experiences of Fitness Testing in Physical Education: The Role of Self-Concept

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Title: Student Experiences of Fitness Testing in Physical Education: The Role of Self-Concept
Language: English
Authors: Rhiannon Lee White (ORCID 0000-0002-5118-6226), Mark Babic, Andrew Bennie, Nicole Taylor
Source: Health Education Journal. 2025 84(6):637-648.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Physical Education, Physical Fitness, Tests, Secondary School Students, Student Experience, Student Attitudes, Self Concept, Foreign Countries
Geographic Terms: Australia
Assessment and Survey Identifiers: Positive and Negative Affect Schedule
DOI: 10.1177/00178969251330862
ISSN: 0017-8969
1748-8176
Abstract: 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 fitnesstesting 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 selfreported 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 ([beta]=0.11, p=0.001), with students being less active in fitness-testing lessons. Lesson type was not a significant predictor of positive ([beta]=0.08, p=0.727) or negative ([beta]=0.08, p=0.727) affect. However, physical self-concept moderated the effect of lesson type on positive affect ([beta]=-0.42, p=0.005), 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484869
Database: ERIC
FullText Text:
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  Data: Student Experiences of Fitness Testing in Physical Education: The Role of Self-Concept
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  Data: <searchLink fieldCode="AR" term="%22Rhiannon+Lee+White%22">Rhiannon Lee White</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5118-6226">0000-0002-5118-6226</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+Babic%22">Mark Babic</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+Bennie%22">Andrew Bennie</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Taylor%22">Nicole Taylor</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Health+Education+Journal%22"><i>Health Education Journal</i></searchLink>. 2025 84(6):637-648.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1177/00178969251330862
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  Data: 0017-8969<br />1748-8176
– Name: Abstract
  Label: Abstract
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  Data: 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 fitnesstesting 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 selfreported 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 ([beta]=0.11, p=0.001), with students being less active in fitness-testing lessons. Lesson type was not a significant predictor of positive ([beta]=0.08, p=0.727) or negative ([beta]=0.08, p=0.727) affect. However, physical self-concept moderated the effect of lesson type on positive affect ([beta]=-0.42, p=0.005), 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.
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      – SubjectFull: Self Concept
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