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

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.