Abstract
Fitness testing is arguably the most contested PE-for-health practice, especially in countries such as England, Australia and the United States of America. The testing of children within PE can be traced back to at least the early twentieth century, but common approaches to teaching in, though and about fitness testing continue to be debated. Such debates, for example, relate to educative purpose (i.e. the tendency to focus on fitness testing in isolation as opposed to being embedded within a broader fitness education unit, the placing of students 'on display' (i.e. so that it is very clear who the higher and lower performers are), and the presentation and use of test results. One way to respond to the debates related to fitness testing is to expand how we think fitness testing. That is to say, instead of focusing on 'what the body is' (e.g. underweight, flexible, strong) we can focus on 'what the body can do' (i.e. culturally, psychologically socially and physically). Doing so aligns more closely with contemporary and multi-dimensional understandings of health, and opens up opportunities for more inclusive and educative fitness testing, and PE-for- health practices more broadly.
Original language | English |
---|---|
Title of host publication | Physical Education Pedagogies for Health |
Editors | Lorraine Cale, Jo Harris |
Place of Publication | [S.I.] |
Chapter | 3 |
Pages | 33-47 |
Number of pages | 15 |
Publication status | Published - 11 Jul 2022 |
Keywords
- fitness testing
- physical education
- health practice