Students’ perceptions of fitness testing in physical education across primary, secondary, and pre-university school levels: a motivational profiles perspective

Abstract

Background: Fitness testing is frequently conducted in school-based physical education. However, researchers dispute if fitness testing should be discontinued or, when appropriately implemented, has value. In Singapore, the National Physical Fitness Award test develops students’ knowledge and skills to assess, maintain, and improve their fitness levels. Nonethless, physical activity levels have not improved, and the obesity rate has increased in schools. Improvements cannot be made judiciously due to limited research on fitness testing meaningfulness and young people’s views. Purpose: This study examined Singapore students’ fitness testing perceptions across three school stages, between gender groups, and their identified motivational profiles. Method: A survey package was administered to 549 Singapore students (328 females, 221 males) recruited from primary, secondary, and pre-university (age range 11–19 years) to comprehend their fitness testing perceptions (motivations, attitudes, and the popularity of fitness test items). Confirmatory factor analysis assessed the factorial validity of Singapore students’ responses to the adapted questionnaires on fitness testing motivations and attitudes. Between-subjects MANOVAs then examined the differences in students’ fitness testing motivations, attitudes, and test items’ popularity separately. A two-step cluster analysis categorised the students using their identified motivational profiles. Subsequently, another set of between-subjects MANOVAs verified if the fitness testing perceptions were significantly different among the clusters. Results: Findings revealed that students’ fitness testing perceptions were more positive at primary than secondary and pre-university levels; female students’ fitness testing perceptions were more negative than male students, distinctly at secondary. Middle-distance running was the least popular test item, notably with secondary females. Conversely, PE teachers had positively influenced pre-university females’ fitness testing perceptions compared to secondary females. Conclusions: Singapore students’ fitness testing perceptions were generally positive. Students’ experience of enjoyment in fitness testing was found to be a key factor for their positive perceptions of fitness testing. More pragmatic support from PE teachers would be required for the secondary female students to promote positive fitness testing perceptions.