Abstract
FITNESSGRAM uses an equating method to convert Progressive Aerobic Cardiovascular Endurance Run (PACER) laps to One-mile run/walk (1MRW) times to estimate aerobic fitness (VO2MAX) in children. However, other prediction models can more directly estimate VO2MAX from PACER performance. The purpose of this study was to examine the convergent validity and relative accuracy between 1MRW and various PACER models for predicting VO2MAX in middle school students. Aerobic fitness was assessed on 134 students utilizing the 1MRW and PACER on separate testing days. Pearson correlations, Bland–Altman plots, kappa statistics, proportion of agreement, and prediction error were used to assess associations and agreement among models. Correlation coefficients were strong ( r ≥ .80, p < .001) and error estimates were similar between comparisons. Bland–Altman plots yielded similar Limits of Agreement between 1MRW and PACER models. Fitness Zone agreement with 1MRW was moderate-to-excellent with kappa > .40 and agreement > .90. The results support that PACER models contain convergent validity and strong relative accuracy with the 1MRW model.
Highlights
Fitness assessment is an important but controversial aspect of physical education
The controversy arises from several factors that include deciding which fitness tests to implement for a respective fitness domain, how to implement a chosen test within the time constraints of a physical education class, student reactions to the implemented fitness tests, and most importantly, how to interpret the scores so that a child can receive the maximum benefit from participating in the assessment
Because of the increased recognition of poor aerobic fitness as a risk factor for adverse chronic medical conditions (Lobelo & Ruiz, 2007), proper assessment of aerobic fitness is needed in physical education curricula to screen youth who may be at risk of chronic disease
Summary
Fitness assessment is an important but controversial aspect of physical education. The controversy arises from several factors that include deciding which fitness tests to implement for a respective fitness domain, how to implement a chosen test within the time constraints of a physical education class, student reactions to the implemented fitness tests, and most importantly, how to interpret the scores so that a child can receive the maximum benefit from participating in the assessment. Research shows that poor aerobic fitness (low VO2MAX) associates with increased prevalence cardiovascular disease risk factors in adults (Blair, Goodyear, Gibbons, & Cooper, 1984; Blair et al, 1989; Blair et al, 1995). SAGE Open aerobic fitness, quantified by a laboratory VO2MAX measurement, could be used as a proxy measure to differentiate youth with and without metabolic syndrome, and Eisenmann, Welk, Ihmels, and Dollman (2007) showed that higher levels of aerobic fitness associates with more favorable cardiometabolic disease risk profiles, even in youth with higher levels of adiposity. Because of the increased recognition of poor aerobic fitness as a risk factor for adverse chronic medical conditions (Lobelo & Ruiz, 2007), proper assessment of aerobic fitness is needed in physical education curricula to screen youth who may be at risk of chronic disease
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