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The Influence of Familiarization on Physical Fitness Test Results in Primary School-Aged Children

Ivan Vrbik, Goran Sporiš, Lovro Štefan, Dejan Madić, Nebojša Trajković, Irena Valantine, and Zoran Milanović

Purpose:

The number of familiarization sessions in fitness assessments seems to be critical and inconsistent. Therefore, the primary aim of this research was to determine the number of familiarization attempts that stabilize the results in particular physical fitness tests. The secondary aim was to establish the test reliability through familiarization sessions.

Methods:

Thirty-nine primary school children participated in this research (age: 10.8 years, body mass: 40.6 ± 8.9 kg, and body height: 145.3 ± 7.2 cm). During six sessions, with one session every third day, participants performed the following tests to assess explosive strength (vertical jump and standing long jump), coordination (polygon backward and polygon with turn) and flexibility (toe touch).

Results:

The results of repeated analysis of variance (ANOVA) showed that there were significant increases (p < .05) in the polygon backward and polygon with turn performances from the first to third familiarization session. The standard error of measurement decreased as sessions progressed, indicating little within subject variation between the coordination test results following a familiarization period. Statistically significant differences were identified in the vertical jump test from the fourth test session compared with the first session. On the other hand, statistically significant differences for the standing long jump test were only found in the final session compared with the initial session. In the toe touch test, there were no significant increases from the first to the final familiarization session. All tests showed high a reliability coefficients, ranging from 0.979 to 0.991.

Conclusion:

Polygon backward and polygon with turn performance may be a practical, reliable method to assess coordination in primary school-aged children. However, completion of at least 3 practice sessions is suggested for participants to obtain a stable score. In addition, both jump tests are feasible for assessing skill-related fitness in young children, although the scientific reliability of the two tests should be questioned and the tests should be tailored to fit the age group of the children.

Cover Pediatric Exercise Science

In Pediatric Exercise Science Volume 29 (2017): Issue 2 (Jan 2017)

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A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study

Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters

intervention studies have demonstrated that PE programs in primary school settings can significantly enhance children’s MSCs ( Logan et al., 2012 ; Morgan et al., 2013 ), particularly when high quality instruction is used with the intervention ( Morgan et al., 2013 ). A linear pedagogy (LP) approach ( Moy et

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 42 (2023): Issue 4 (Oct 2023)

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A Professional Development Program to Enhance Primary School Teachers’ Knowledge and Operationalization of Physical Literacy

Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones, and Richard J. Keegan

structured physical activity, therefore positive, high-quality experiences of physical activity should be nurtured in primary schools ( Kirk, 2012 ). Such positive experiences are engendered by teachers delivering high-quality PE lessons ( Penney, Brooker, Hay, & Gillespie, 2009 ). High-quality PE can be

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 38 (2019): Issue 2 (Apr 2019)

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Empowering Primary School Students, Potential Benefits of Resistance Training Movement Activities in Physical Education: Narrative Review

Andrew Sortwell, Daniel A. Marinho, Jorge Knijnik, and Ricardo Ferraz

performance, can be termed “resistance training movement activities.” Resistance training movement activities (RMTA) can be safe and beneficial in the primary school physical education (PE) curriculum to enhance motor skill competencies, physical fitness, and related psychosocial factors and to enhance

Cover Kinesiology Review

In Kinesiology Review Volume 11 (2022): Issue 3 (Aug 2022)

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Perceived and Actual Movement Skill Competence: The Association Among Primary School Children in Hong Kong

Cecilia Hoi Sze Chan, Amy Sau Ching Ha, and Johan Yau Yin Ng

, & Howlett, 2010a ; LeGear et al., 2012 ). Findings hold across age groups. A large proportion of primary school children were rated as non-proficient in most skills ( Foweather, 2010 ; Hume et al., 2008 ; van Beurden et al., 2003 ), while students arriving at secondary school were also found to not have

Cover Journal of Motor Learning and Development

In Journal of Motor Learning and Development Volume 6 (2018): Issue s2 (Oct 2018)

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The Effect of Primary School-Based Physical Education Programs: A Systematic Review of Randomized Controlled Trials

Markel Rico-González

school children. Therefore, the present article aimed to systematically summarize primary school-based intervention programs and their effects evaluated through RCT design. This study may be helpful for PE teachers to involve children in a healthy lifestyle based on scientific evidence. Method

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 20 (2023): Issue 4 (Apr 2023)

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Primary School Teachers’ Perceptions of Physical Literacy Assessment: A Mixed-Methods Study

Inimfon A. Essiet, Elyse Warner, Natalie J. Lander, Jo Salmon, Michael J. Duncan, Emma L.J. Eyre, and Lisa M. Barnett

and accountability systems ( DinanThompson & Penney, 2015 ). One article that explored stakeholders’ perspectives of PL assessment reported that, although primary school teachers in the United Kingdom recognized the importance of implementing PL assessment, they lacked appropriate training, guidance

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 42 (2023): Issue 4 (Oct 2023)

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The Impact of a Nonlinear Pedagogical Approach to Primary School Physical Education Upon Children’s Movement Skill Competence

Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters

standards, and policies around the world reference the development of MSC in primary school physical education (PE; Dos Santos et al., 2016 ; Education Wales, 2008 ; New Zealand Ministry of Education, 2015 ; SHAPE America, 2015 ). In New Zealand primary schools, the implementation of PE is the

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 42 (2023): Issue 2 (Apr 2023)

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Correlates of Motor Competence in Primary School Students: A Cross-Sectional Study From a Portuguese Municipality

Francisco Carvalho, Marcos Onofre, João Mota, Miguel Peralta, Adilson Marques, Ana Quitério, António Rodrigues, Pedro Alves, Wesley O’Brien, and João Martins

of primary school-aged children. Concerning the level of the behavioral attributes and skills, in a context where most children fail to meet the three behaviors that integrate the 24-hr movement guidelines ( Carson et al., 2016 ), investigating the various dimensions of MC as related to those

Cover Journal of Motor Learning and Development

In Journal of Motor Learning and Development Volume 12 (2024): Issue 1 (Apr 2024)

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Start to Move: Measuring the Feasibility of a Teacher-Led Digital Fundamental Movement Skills Assessment Tool

Tom van Rossum, Lawrence Foweather, Spencer Hayes, and David Morley

for children to learn and practice FMS ( Morgan et al., 2013 ; Wick et al., 2017 ). Indeed, United Nations Educational, Scientific, and Cultural Organization ( 2015 ) states that FMS should feature within physical education (PE) curriculum as early as the first year of primary school and recent

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Ahead of Print