Background/Purpose: Researchers have established the reliability and validity of FITNESSGRAM, but practices used by in-service teachers have not fully been studied. This presentation presents the assessment of FITNESSGRAM practices based on years of service, formal training, and experience.
Method: Following IRB approval, a cross-sectional research design assessed FITNESSGRAM usage among 294 teachers.
Analysis/Results: Using FITNESSGRAM was not associated with teachers' years of service. Among those with FITNESSGRAM training and experience, 265 teachers (90%) used test protocols for curl-ups, push-ups, flexibility and PACER tests. Most teachers (n = 262, 89%) did not use FITNESSGRAM to assess BMI, skin fold measurements, or other indices of body composition. Additionally, most teachers did not use Activity Gram or Activity Log – the motivational components for physical activity for children – implying that teachers are not monitoring physical activity levels of children outside class. Barriers included not having enough class time to implement testing (n = 131, 46%) or enter scores (n = 117, 41%). Most teachers (n = 285, 97%) had a computer in their office, but 148 (59%) did not allow students access to a teacher's computer. Nearly two-thirds (n = 180, 63%) believed student access to a web-based program would encourage students to self-enter data and monitor their own progress over time.
Conclusions: With childhood obesity and Type II diabetes increasing, advanced training is needed to encourage experienced teachers to use FITNESSGRAM to monitor body composition. Student access to web-based programming to enter self-assessment data may encourage students to exercise outside of class.