Statewide physical fitness testing: perspectives from the gym

Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho

BACKGROUND

Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school-aged youth through a pilot study.

METHODS

A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness data: body composition (body mass index [BMI]), aerobic capacity (Progressive Aerobic Cardiovascular Endurance Run [PACER] test), muscular endurance (curl up), strength (pushup), and flexibility (sit and reach).

RESULTS

A total of 761 students (aged 9-18 years) from grades 3&5, 7, and 9 to 12 participated in the study. Approximately 24% of 3&5 and 22% of 7th, and 12% of 9 to 12th-grade students were categorized as Needs Improvement/Health Risk by FitnessGram standards for BMI. Similarly, approximately 25% of 3&5, and 22% of 7 and 9 to 12th-grade students were considered Needs Improvement/Health Risk for PACER.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Results from fitness testing can provide school and public health representatives with a "needs assessment" of student health that can be used to help develop policies and practices to improve student health and wellbeing.

CONCLUSIONS

This study provides a model for statewide annual fitness testing surveillance and reporting within K-12 public school physical education classrooms.

A qualitative evaluation of remote training to develop a fitness surveillance system

Objectives

In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that compile unified standardised test results are rare.

Design

Qualitative design.

Setting

Physical education teachers from 11 schools (n = 13; n = 4 men) participated in remote training about conducting FitnessGram FT.

Methods

Data included two semi-structured interviews per teacher on experiences with distance fitness training, implementing FitnessGram, and data entry for annual surveillance.

Results

Inductive analysis using axial and open coding identified four themes: (1) barriers prior to study, (2) study training, (3) implementation challenges and suggestions and (4) teacher feedback. Teachers had an interest in FT but lacked the recommended training and equipment needed to implement it annually.

Conclusion

Teachers believed the training they received (as part of this study) prepared them to collect reliable and valid data, and that FT had benefits for their students and programmes. Every teacher expressed interest in reporting annual surveillance data. Efforts to train teachers for FT through virtual professional development may be a viable means of establishing a unified surveillance system.

Process evaluation and challenges in collecting data from an after-school sports and literacy program in a diverse, low-income community

BACKGROUND

To understand how programs succeed we must evaluate them. The purpose of this paper was to examine the intervention and evaluation processes and identify areas of success and challenges in delivering and evaluating the Reflective Educational Approach to Character and Health (REACH) after-school program in a low SES community.

METHODS

Sixty-six fifth and sixth graders from two schools participated. Data were collected at the intervention and control schools at four time points over the year. Data collected at baseline (Aug/Sep 2016), and Time 4 (May, 2017) were used for the analysis. Reach and fidelity to the intervention were assessed along with information on the process of data collection for variables of interest (e.g., accelerometer-measured physical activity level, FITNESSGRAM tests, vertical jump, and literacy). Missing data were imputed and a 2(School) by 2(Time) mixed factorial ANOVA was performed to examine the efficacy of the intervention.

RESULTS

There were no significant time by school interactions for any of the outcomes assessed. There were several challenges in evaluating the program such as low compliance to wearing the accelerometer, lack of effort during literacy tests, peers affecting effort on physical tests, and missing data.

CONCLUSIONS

We posit that research implementation be re-examined in community-based research that is conducted with students at the elementary level in low-income communities. Future research should engage with youth in the data collection process to make it a meaningful experience for them and to possibly reduce attrition from the program.

Self-Regulations for Educators Questionnaire (SREQ) for implementation programming

The adoption and dissemination of evidence-based programs is predicated on multiple factors, including the degree to which key stakeholders are motivated to implement program best practices. The present study focuses on the development of indicators that capture motivations of teachers to adopt school wellness programming since personal motivations are central to achieving sustainable impacts in these settings. The study specifically describes the measurement development and validation of the Self-Regulations for Educators Questionnaire (SREQ), designed to measure educators’ autonomous and controlled motivation for adopting evidence-based programming in their schools. A naturalistic design to study motivation to adopt aspects of NFL PLAY60 programming through the NFL PLAY60 FitnessGram Partnership Project was used. A total of 1,106 teachers completed the SREQ online. Internal validity was assessed through exploratory and confirmatory factor analysis, and predictive validity using structural equation modeling (SEM). The results supported the two-factor solution with separate items capturing aspects of autonomous and controlled motivation. Both factors had good internal reliability and the item-total correlation coefficients were above 0.40 for both factors. The results also supported the predictive validity as autonomous motivation positively predicted the level of overall engagement, teaching effectiveness, fitness testing reports sent home, and completion of fitness testing with students (p < .05). Controlled motivation positively predicted whether the teachers conducted fitness testing and the engagement of Play 60 Challenge (p < .05). Findings suggest that the SREQ displays a number of psychometric characteristics that make the instrument useful for examining motivation of providers to implement evidence-based best practices.

Assessment Practices in K-12 Physical Education in the United States: A Scoping Review of Research, 2000-2020

Appropriate assessment practices are recognized as a critical part of the learning process and represent a key component of quality physical education. Recent shifts in school reform efforts toward more accountability in the United States and an emerging emphasis on student-centered approaches challenge historical approaches to assessment. Purpose: Therefore, the purpose of this review was to (a) identify research conducted on physical education teachers' assessment practices during the years 2000-2020, (b) determine the impact of assessment practices on student outcomes, and (c) describe research that explores factors associated with the SHAPE America guidelines for appropriate assessment practices. Method: The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews (PRISMA-Sc) Checklist guided this review. All related empirical, peer-reviewed, English-language studies conducted in U.S. schools and published since January 1, 2000 qualified for inclusion. Results: A total of 17 articles met the inclusion criteria for this review. Most used non-experimental methods and were conducted in the secondary (grades 6-12) physical education context. Limited studies examined the relationship between assessment practices and learning outcomes. Recommendations for future research are provided based on the results. Conclusions: A diverse body of studies provides valuable, yet limited evidence related to teacher assessment practices. Systematic research is needed to better understand the impact of teacher assessment practices on student outcomes and to build a stronger foundation for evidence-based recommendations for practice.

Critical Evaluation of the Case for Pausing California's School-based Fitness Testing

Objective

We undertook a literature review to evaluate the evidence for an association among school-based fitness testing and bullying, weight-based teasing (WBT), and/or gender discrimination.

Methods

We searched the peer-reviewed literature using PubMed, ERIC and GOOGLE Scholar to identify articles related to school-based physical fitness testing (K-12) on the one hand and bullying, WBT, and/or gender discrimination on the other.

Results

We identified 12 studies on the impact of school-based physical fitness testing (PFT) on bullying and WBT. These studies do not support the assertion that PFT places students at elevated risk for bullying and/or WBT as compared to other school settings. There is a dearth of studies investigating an association between PFT and gender discrimination.

Conclusions

The concerns about PFT as a widespread cause of bullying and WBT are not supported by the evidence. It is likely that school climate is a stronger determinant overall of these negative student interactions and that more rigorous teacher training would ameliorate student concerns about fitness testing. Nevertheless, more rigorous research is warranted to determine with confidence that PFT does not elevate students' risks for bullying and WBT and to examine the risks for students with non-binary gender.

Efficacy of School-Based Interventions for Improving Muscular Fitness Outcomes in Adolescent Boys: A Systematic Review and Meta-analysis

BACKGROUND

It has been reported that boys' and girls' physical activity (PA) levels decline throughout adolescence. Boys are at risk of physical inactivity during adolescence; however, in intervention research, they are an under-represented group relative to girls. It is suggested that the school environment may be central to developing interventions that support adolescents in meeting the current PA guidelines. The aim of this systematic review and meta-analysis was to investigate the efficacy of school-based physical activity interventions for improving muscular fitness (MF) in adolescent males.

METHODS

This systematic review and meta-analysis followed the preferred reporting systems for meta-analyses guidelines and was registered on PROSPERO (Registration number: CRD42018091023). Eligible studies were published in English within peer-reviewed articles. Searches were conducted in three databases, with an additional grey literature search in Google Scholar. Studies investigating MF outcomes were included.

RESULTS

There were 43 data sets identified across 11 studies, from seven countries. Overall methodological quality of the studies was moderate-to-strong. Interventions targeting MF evidenced a small-to-medium effect (g = 0.32, CI 0.17, 0.48, p < 0.00). Subgroup analyses of MF delivery method resulted in small-to-medium effects: upper limb MF measures (g = 0.28, 95% CI - 0.02, 0.58, p = 0.07), lower limb MF measures (g = 0.28, 95% CI 0.09, 0.68, p = 0.03), combined MF activities (g = 0.24, 95% CI - 0.04 to 0.49, p = 0.05), plyometric activities (g = 0.39, 95% CI 0.09, 0.68, p = 0.01), body weight (g = 0.27, 95% CI - 0.10, 0.65, p = 0.15), and traditional MF methods (g = 0.43, 95% CI 0.09, 0.78, p = 0.01).

CONCLUSIONS

School-based interventions which aimed to increase MF outcomes in adolescent boys demonstrated small-to-moderate effects. Traditional and plyometric methods of resistance training appear to be the most effective form of PA delivery in adolescent males. More quality research is required to assess the impact of MF delivered in the school environment to inform future intervention design.

Physical education teachers' and principals' perspectives on the use of FitnessGram

Objectives:

FitnessGram is commonly used to measure physical fitness and improve physical activity and health in youth. However, little is known about its use for informing physical activity and health promotion policy within schools and school districts, especially from the perspective of key decision-makers like principals. Therefore, this study examined physical education teachers’ and principals’ perceptions of FitnessGram use and its relationship with school and district efforts to promote physical activity.

Methods:

Principal and physical education teacher surveys were developed, converted to an online format, and then emailed along with a project description and instructions to all Delaware public and charter school physical education teachers (N = 183) and principals (N = 193) with a valid email.

Results:

Completed surveys were received from 35.5% of the teachers and 21.2% of the principals. All teachers and 95.1% of the principals reported their school used FitnessGram the past academic year. FitnessGram was significantly more likely to be used if FitnessGram results better aligned with school/district policies (r = 0.39) and were considered important in the school’s decision-making process (r = 0.53). Significantly more principals than teachers said that FitnessGram results were important in their school’s decision-making process and that FitnessGram results were used to inform policy-/decision-making.

Conclusion:

Use of FitnessGram was correlated with how well it related to school/district policy. Unfortunately, most of the physical education teachers and principals did not think FitnessGram was adequately integrated into the policy-/decision-making process.

Preparing Educators to Promote and Provide Physical Activity in Schools

Today, children are at risk for disease stemming from the prevalence of sedentary behaviors. Schools are largely obesogenic environments but have the potential to promote and provide opportunities to meet the recommended daily minutes of physical activity. Yet educators must be prepared to do so. The objective of this review was to examine the strength of evidence from studies on professional development effectiveness in order to make recommendations on how to structure such experiences to prepare teachers to promote and provide physical activity in schools. Effective strategies for professional development that were confirmed in the literature focused on knowledge of subject matter, collective and collaborative participation, continual and long in duration, coherence with student learning, active learning, and the building of a community of practice. Further, research to examine the effectiveness of professional development on student physical activity participation within the school environment is warranted.

Reliability and validity of the FITNESSGRAM: quality of teacher-collected health-related fitness surveillance data

The purpose of this study was to investigate the quality (reliability and validity) of large-scale fitness testing in Texas and determine if reliabilities and validities were related to potential confounding variables. Four test administration scenarios were conducted to investigate the quality of data collected statewide as part of the Texas Youth Evaluation Project. Teachers and/or expert test administrators tested individual students (N=1010) on two occasions. Criterion-referenced reliabilities were very good to generally acceptable for all FITNESSGRAM test items, with musculosheletal items having the lowest reliabilities. The validity of teacher-administered tests was good. Reliability and validity of teacher-obtained health-related fitness measures were generally unrelated to potentially confounding student or school characteristics. Administrators, teachers, parents, and students can feel comfortable with the reliability and validity of the statewide health-related fitness testing in Texas.

Reflections on the Texas Youth Evaluation Project and implications for the future

The passage of Senate Bill 530 in June 2007 increased visibility about the importance of health-related fitness in Texas. As a result of the mandate, more than 2.6 million 3rd- through 12th-grade students from all Texas counties were evaluated between January 1, 2008, and June 1, 2008, using a standardized test of health-related physical fitness (FITNESSGRAM). This number represented 84.8% of all public school districts in Texas. In the subsequent 2 years, 2.8 and 2.9 million children were tested, which represents more than 90% of all public school districts in Texas. This summary provides reflections on the test results and implications for future school-based fitness initiatives, both in Texas and in other states.