In today’s ever-changing education landscape, physical education (PE) is coming under increased scrutiny—not just for its role in fostering physical health, but also for its influence on students’ attitudes and self-perceptions. A recent longitudinal study tracked fourth- and fifth-grade students over two school years to explore the intertwined relationships between student attitudes toward PE, their perceived competence, and performance on fitness tests. The findings offer valuable insights into how our early experiences in PE might shape our long-term approach to physical activity.
Unraveling the Relationship Between Attitude and Competence
The researchers followed two cohorts across four measurement occasions, starting in either the fourth or fifth grade. Using a combination of well-established survey instruments and the FITNESSGRAM battery of tests, the study assessed both the affective (emotional) and cognitive (belief-based) aspects of students’ PE attitudes, along with their self-reported competence in physical activities. One of the most noteworthy findings was the consistent link between higher fitness test scores and greater perceived competence. In other words, students who performed better in fitness tests tended to believe more strongly in their own physical abilities. This result underscores the importance of providing supportive and positive fitness testing experiences in the classroom.
Fitness Testing’s Impact on Attitudes
Interestingly, while performance on fitness tests consistently predicted higher perceived competence, the same was not true for immediate PE attitudes. The study’s models demonstrated that although students’ attitudes did decline slowly over time—a trend that was statistically significant for both cohorts—the immediate fitness test scores were not strong predictors of their current attitudes toward PE. Rather, previous experiences with fitness tests played a subtle but notable role. Students who had positive past experiences in fitness testing tended to develop more favorable attitudes over time, suggesting that the lessons learned from earlier experiences with fitness assessments can echo into future PE classes. This finding brings to light a key point: the impact of fitness testing on student attitudes may be more about cumulative experiences and memories than about the “in the moment” performance on any given day.
Key Discussion Points and Their Implications
The researchers drew several important conclusions that are relevant for educators and policymakers alike. First, the relationship between attitude and competence appears cyclical: as students develop a stronger sense of physical competence, their attitudes toward PE become more positive, and vice versa. However, once negative experiences accumulate—especially for those already feeling less competent—they might be pushed further toward unfavorable views of physical activity. This dynamic is particularly concerning given that an increasingly polarized range of attitudes was noted over time, with students falling into either very positive or very negative camps.
Another important element of the study was its attention to gender differences. The data indicated that fitness testing methods and even the structure of PE classes tend to favor male students, leading to higher reported competence and more positive attitudes among boys. This finding calls for a reexamination of PE practices to ensure that they are inclusive and supportive for all students. In practice, if educators wish to reverse the downward trend in PE attitudes, it might be crucial to address these disparities and create environments where every student can feel competent and motivated.
Key Takeaways
• Long-Term Impact of Fitness Testing: Instead of influencing attitudes on the spot, positive fitness test experiences have a lasting effect by shaping future attitudes.
• Relationship Between Competence and Attitude: Students who perceive themselves as more physically competent tend to have more favorable attitudes toward physical education, highlighting a cyclical relationship between the two constructs.
• Importance of Cumulative Experience: A student’s historical experiences in PE, both positive and negative, play a significant role in forming their long-term outlook on physical activity.
• Need for Inclusive PE Practices: With evidence indicating traditional PE settings favoring male students, developing more inclusive methods becomes essential to support all learners in building physical confidence.
• Intervention Strategies: The study suggests that interventions must not only focus on immediate skill improvements but also on fostering positive, lasting memories associated with physical activity.
In conclusion, the research offers a rich, nuanced look at how fitness testing and perceptions of physical competence contribute to the ongoing evolution of PE attitudes. By recognizing the cumulative nature of these experiences, educators can craft targeted strategies to build more inclusive, supportive PE programs that inspire a lifelong commitment to health and activity.
Full Article:
Marttinen, R., Mercier, K., Park, J. Y., Simonton, K. L., Centeio, E., Richards, K. A., & Wilson, K. (2024). A longitudinal look at student attitude, perceived competence, and fitness test performance of elementary students. International Journal of Physical Activity and Health. https://doi.org/10.18122/ijpah.3.2.1.boisestate
This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.