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BACKGROUND: Physical fitness testing in physical education (PE) is mandatory in several US states, based on the promise that testing will “assist students in establishing lifelong habits of regular physical activity.” However, in actuality, the influence of fitness practice for testing, as commonly implemented in schools, on motivational outcomes remains largely unknown. Modifying the experience of fitness practice testing by translating psychological theory into practice may represent untapped potential in the effort to promote physical activity in childhood. Thus, the purpose of the present study is to examine the effect of different structures of fitness practice (traditional versus needs supporting lessons) on affect and motivational outcomes, as well as the moderating role of BMI and self-perceptions. METHODS: Using a within-subject experimental design, the present study measured pre-post changes on two 20 to 30-minute PE lessons of fitness practice (traditional versus novel): one simulated traditional testing (using standard FITNESSGRAM instructions) whereas the other (“novel”) emphasized positive peer interactions and alternative ways of delivering the same tasks. The dependent variables were positive affect (Feeling Scale), arousal (Felt Arousal Scale), body related emotions (Body Esteem Scale), enjoyment (PACES), intention, and need satisfaction (Activity Feeling States Scale). The sample consisted of 148 students in 4 5 and 6 grade (119 normal-weight, 29 overweight; 77 female), recruited from two schools in Central Iowa. Physical activity during both PE lessons was measured by accelerometers (Sensewear Armbands), and BMI records were obtained from the schools.

Reimagining fitness practice in schools: an experimental study on self-perceptions and motivational outcomes in youth