Background/Purpose Fitness testing is an increasingly popular “metric” in physical education based on the current educational culture of accountability and increasing levels of obesity in school-aged populations. This study investigated teachers' attitudes toward a mandated district-wide implementation of FITNESSGRAM and their perceptions of the benefits and barriers.
Method Class observations and semi-structured qualitative interviews were conducted with twelve (N=12) elementary, middle, and high school physical education teachers from a large urban school district in the Southeastern United States.
Analysis/Results Higher-order themes were generated using a content analysis approach that included a combination of deductive and inductive analysis of the interview transcripts and observation field-notes. Member checks, triangulation, and negative case analysis were used to establish data credibility. The two higher-order themes that emerged were: FITNESSGRAM Feasibility (At the Expense of Fidelity?); and Awards Culture Resistance. Teachers revealed that they liked the practicality of FITNESSGRAM, especially the PACER and shoulder flexibility tests. Field observations, however, suggested that teachers modified many of the tests to allow for easier and quicker administration. The lack of FITNESSGRAM performance awards was a barrier identified by the teachers. Subsequently, many teachers created their own performance awards for students or added other fitness testing protocols that emphasized performance awards.
Conclusions Findings highlight common pitfalls related to mandating fitness tests and showcase the personalized adjustments that teachers make in this process. If systematic fitness test implementation is desired, it is critical to provide teachers with on-going FITNESSGRAM professional development that consists of hands-on support in their classroom settings.
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