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Effect of Frequent Peer-Monitored Testing and Personal Goal Setting on Fitnessgram Scores of Hispanic Middle School Students

Grant Hill, Aaron Downing

Abstract


The purpose of this study was to determine the effects of frequent peer-monitored Fitnessgram testing, with student goal setting, on the PACER and push-up performance of middle school students. Subjects were 176 females and 189 males in 10 physical education classes at a middle school with an 83.7% Hispanic student population. Students were baseline fitness tested with five classes assigned to the control group and five to the experimental group with no significant differences between the two groups in baseline fitness test performance. Students in the experimental group set personal goals and participated in peer fitness testing four times over the next 18 weeks. Results from formal teacher testing at the end of 18 weeks using MANOVA demonstrated that placement in the experimental group had no effect on pre- versus posttest scores for PACER and push-up tests compared with the control group. Students in control and experimental groups also completed the PAQ-A, with results indicating a significant positive correlation of higher weekly activity levels with push-up scores, but no significant difference for weekly activity levels and PACER scores. Results are discussed in terms of Locke's goal setting theory as well as recent research pertaining to youth fitness testing.


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