Preservice Physical Education Teacher Attitudes toward Fitness Tests and the Factors Influencing Their Attitudes

Autor/inn/en	Stephenson, Rachyl; Hamilton, Xiaofen; Liu, Xiaolu; Hodges, Michael; Colburn, Jeffrey; Knipe, Robert
Titel	Preservice Physical Education Teacher Attitudes toward Fitness Tests and the Factors Influencing Their Attitudes
Quelle	In: Physical Educator, 79 (2022) 4, S.375-397 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
Schlagwörter	Preservice Teachers; Physical Education Teachers; Physical Fitness; Student Attitudes; Testing; Student Experience; Professional Associations; Value Judgment; Elementary Secondary Education; Student Characteristics; Psychological Patterns; Beliefs; Gender Differences; Racial Differences; Ethnicity; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Leistungsfähigkeit; Schülerverhalten; Testdurchführung; Testen; Studienerfahrung; Werturteil; Belief; Glaube; Geschlechterkonflikt; Rassenunterschied; Ethnizität
Abstract	This study aimed to investigate preservice physical education teachers' (PPETs') attitudes toward fitness testing, and factors that may influence such attitudes. One hundred fifty-seven PPETs participated in the study (54.1% male). A slightly modified quantitative survey on PPETs' attitudes toward fitness testing validated by Keating et al. (2001) was utilized. Analysis of variance and multivariate analysis of variance were used in data analysis. Consistent with Keating el al. (2001), the results indicated that PPETs had moderate, but significant, positive attitudes toward fitness testing. PPETs' previous experiences with fitness tests affected their attitudes. Findings also showed PPETs' professional memberships had a significant effect, but only on their beliefs of importance and usefulness of fitness testing. The data concluded that PPETs' overall attitudes toward fitness testing were similar to the data found over 20 years ago. These results hold implications for PETE programming in that PETE faculty need to aid in PPETs' journeys in fostering positive attitudes toward fitness testing to increase their confidence in administering testing within physical education and to integrate fitness testing in sound fitness education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01