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A comprehensive review of the impact of measurement and evaluation in kinesiology is difficult to accomplish within the framework of a single research paper. Measurement touches nearly every research area in the field of kinesiology. In fact, for quantitative research it can be argued that without good measurement there can be no good research. Measurement researchers in kinesiology have impacted various areas, including criterion-referenced evaluation of test scores, development of fitness tests to measure body composition and aerobic fitness, health-related physical fitness, physical activity epidemiology, youth fitness testing, and many others. They have introduced innovative statistical techniques such as item response theory, which provides the underlying basis for modern standardized testing. Issues of test equating, differential item functioning, and the great impact of the expansion of computers and the Internet deserve special attention. Unfortunately, not all of the important contributions in the measurement field can be expanded upon in this manuscript. Instead, this paper will focus mainly on key measurement and evaluation influences on public health issues. In applied measurement research, two major themes have been the assessment of physical fitness and the assessment of physical activity. The last 40 years have been a time of defining the content area of measurement in kinesiology. Important measurement textbooks were published during this period (Baumgartner & Jackson, 1975; Morrow, Jackson, Disch, & Mood, 1995; Safrit, 1986). Since the 1970s the measurement field and the kinesiology field in general expanded from a focus on physical education to include all of the exercise and sport sciences. This paper will explore measurement and evaluation in kinesiology by (a) providing an overview of major milestones in measurement and evaluation over the last 40 years, (b) discussing current key areas of research and inquiry in measurement and evaluation, and (c) speculating about future research and inquiry in measurement and evaluation. The absence in this article of other important issues in measurement and evaluation in kinesiology does not imply anything about their importance.

Background: It is reported that 81% of adolescents are insufficiently active. Schools play a pivotal role in promoting physical activity (PA) and reducing sedentary behavior (SB). The aim of this systematic review and meta-analysis was to evaluate classroom-based PA and SB interventions in adolescents. Methods: A search strategy was developed using the Population Intervention Comparison Outcome Study (PICOS) design framework. Articles were screened using strict inclusion criteria. Study quality was assessed using the Effective Public Health Practice Project quality assessment tool (http://www.ephpp.ca/tools.html). Outcome data for preintervention and postintervention were extracted, and effect sizes were calculated using Cohen’s d. Results: The strategy yielded 7574 potentially relevant articles. Nine studies were included for review. Study quality was rated as strong for 1 study, moderate for 5 studies, and weak for 3 studies. Five studies were included for meta-analyses, which suggested that the classroom-based interventions had a nonsignificant effect on PA (P = .55, d = 0.05) and a small, nonsignificant effect on SB (P = .16, d = −0.11). Conclusion: Only 9 relevant studies were found, and the effectiveness of the classroom-based PA and SB interventions varied. Based on limited empirical studies, there is not enough evidence to determine the most effective classroom-based methodology to increase PA and SB.

The purpose of the study was to investigate the measurement properties of questionnaires associated with the Youth Physical Activity Promotion (YPAP) model. Data were collected from 296 children in Grades 5–8 using several existing questionnaires corresponding to YPAP model components, a physical activity questionnaire, and 6 consecutive days of pedometer data. Internal validity of the questionnaires was tested using confirmatory factor analyses, and external validity was investigated via correlations with physical activity and body composition. Initial model fit of the questionnaires ranged from poor to very good. After item removal, all scales demonstrated good fit. Correlations with percentage body fat and objectively measured physical activity were low but in the theoretically predicted direction. The current study provides good internal validity evidence and acceptable external validity evidence for a brief set of questionnaire items to investigate the theoretical basis for the YPAP model.

The study was undertaken to evaluate (a) the reliability of pedometer data and reactivity of children to wearing a pedometer, (b) the effectiveness of a missing data replacement procedure, and (c) the validity of the Leisure Time Exercise Questionnaire (LTEQ). Six days of pedometer data were collected from 299 middle-school children, followed by administration of the LTEQ. Six days of pedometer data were found to be adequately reliable for research into habitual physical activity (R _xx = .79) and no reactivity occurred. Inclusion of weekday and weekend scores is recommended where possible. The individual-centered data-replacement procedure did not adversely affect reliability, so this data-replacement method offers great promise to physical activity researchers who wish to maintain statistical power in their studies. The LTEQ does not appear to measure physical activity similarly to pedometers (r = .05), and researchers should use the LTEQ with caution in children until further research explains this discrepancy.