Fitness testing and conditioning are integral aspects of the physical education curriculum in Singapore, where educators allocate a significant portion of curriculum time to these components. Furthermore, this is a vital aspect of the curriculum’s endeavour to foster lifelong participation in physical activity. Nevertheless, scholarly research has indicated that the utilisation of fitness assessments as a means to encourage long-term engagement in physical activity necessitates further deliberation, as certain studies suggest that it may be misdirected. A recent study in Singapore found that primary students were more positive about fitness testing than secondary and pre-university students. Female students, especially secondary students, had more negative views of fitness testing than male students. The administration of fitness tests has the potential to discourage rather than inspire students, as it can have adverse effects on their emotional state.
This study asks: What are the effects of the differentiation of fitness testing and process on student motivation, performance and experience? Using principles of differentiated instruction, students from Secondary 1 and 3 were guided to develop their own differentiated assessment standards according to their readiness and interest. Semi-structured interviews were conducted and thematic analysis was used to develop the themes derived from the data. 6 consistent themes related to correlates and barriers to physical activity and fitness testing were derived from the interviews.
The analysis showed that “symbolic violence” unintentionally perpetuated by fitness testing undermines students’ potential despite their active engagement. Accordingly, this may harm students’ continued engagement in the subject if teachers fail to recognise, cultivate, and validate their potential abilities. Schools should focus on helping students develop mastery goals rather than performance goals. Differentiated instruction should be employed to mitigate “differentiated deservedness” and affect issues caused inadvertently by practices such as the uncritical evaluation of assessment methods.
China 2025
Job Role Applicability:
- Middle Years
- Secondary Years
Keynote
- Middle School [Age 11 - 13]
- High School [Age 14 - 17]