Fitness Test Scores and Student

Motivation
Capstone Project - Post University
Lindsey Acampora
2018
 INDEX
 Abstract (Slide 3)  Research Design/Methodology
(Slides 19-24)
 Problem Statement (Slide 4)
 Evaluation & Assessment
 Research Questions (Slide 5)
(Slides 25-29)
 Literature Review (Slide 6)
 Discussion & Reflection
 Student-Teacher Autonomy (Slides 7-10)
(Slides 30-36)
 Goal-Setting (Slides 11-13)
 References (Slides 37-39)
 Technology (Slides 14-17)
 Conclusion (Slide 18)
 ABSTRACT
Most people want to be healthy, but how many of us really practice healthy
behaviors? Endorsing physical fitness is one of the many responsibilities of
a physical education teacher, and one way of monitoring a student’s
cardiovascular health, muscular strength, flexibility and body composition is
through the physical fitness assessment.
With a number of theories existing that address ways to improve personal
physical fitness it is essential to narrow down methods that are presumed
to be effective and put them to the test. Seeing as though passing test
scores on the state-mandated physical fitness test at Shelton Intermediate
School were 58% and 60% in the years 2016 and 2017, respectfully, ways to
increase motivation to perform at the highest level on this assessment can
be crucial for future student success. These teaching tactics include:
 Student autonomy
 Goal-setting
 Technology
 PROBLEM STATEMENT
 The Problem to Be Solved: In what ways can motivation of middle
school physical education students be increased, and will this have a
positive impact/effect on overall fitness testing scores?

 The Proposed Solution: Activities/exercises will vary amongst

students based on the area of the physical fitness test that they did not
pass, as well as the students’ own feedback on the planned and carried
out activities.
 RESEARCH QUESTIONS
How will student autonomy, goal-setting and the use of
appropriate technology impact students’ motivation levels?

In what way does student motivation have an

impact on fitness testing scores?
 LITERATURE REVIEW
Overview/Reasoning

A lack of eighth grade students passing the physical fitness test is a problem
related to low physical fitness levels among the group being studied, a lack of
motivation to complete the test to full potential or a combination of both, which
is the purpose for researching new, innovative ideas that could reach a larger
number of students in the physical education classroom. Statistics from previous
studies show a correlation between teacher and student autonomy and
increased levels of motivation, which is why it looking into the topic and how
‘real-life’ students have been affected by it is essential. The rationale behind
studying this problem in a more in-depth manner lies in the fact that the children
of this country are doing damage to their bodies earlier and earlier. It is crucial
to take steps in the right direction to discover reasoning behind these low fitness
levels in adolescents and come up with a plan of action to combat it.
 LITERATURE REVIEW
TEACHER-STUDENT AUTONOMY

 Gracielle Fin, Elizabeth Baretta, Juan Antonio Moreno-Murcia, and Rudy Jose
Nodari Junior (2017) completed a study regarding autonomy support,
motivation, satisfaction and physical activity level in physical education class.
 The purpose of this study was to identify the motivational profile and relate it
to teacher autonomy support, basic psychological needs, exercise enjoyment,
and level of physical activity in a sample of 615 adolescents (327 girls and 288
boys), aged between 12 and 14 years.
 One group was identified as more self-determined with high intrinsic
motivation and interjected regulation scores, while the other showed no self-
determination, with high external regulation and demotivation. Self-
determined adolescents perceive greater teacher support; exhibit better
fulfillment of basic psychological needs for autonomy, competence, and
relatedness; show greater enjoyment in physical education classes and engage
in more physical activity.
 LITERATURE REVIEW
TEACHER-STUDENT AUTONOMY
 In relation to student support, teachers hold the ability to act as transactional
leaders in assuring the students understand the work contents while
simultaneously giving them full confidence for the necessary effort to satisfy
their needs.

 A study conducted to show the correlation between teaching styles and

students’ participation/motivation in the physical education classroom revealed
positive correlation between the two among 871 students who partook in the
study (Cheng-Bo & Min-Kai, 2017).
 LITERATURE REVIEW
TEACHER-STUDENT AUTONOMY

 According to views on self-determination, three basic human psychological

needs of autonomy and relatedness (feel a sense of connection with other
people) are adaptive forms of motivation, behaviors, and well-being (Ha,
Lonsdale, Lubans & Ng, 2017).
 When these needs are satisfied, individuals are more likely to show higher
levels of adaptive motivation towards the corresponding behavior, and in turn
increase their engagement in such activities. Fitness testing is an example of a
teaching and learning situation where participants’ motivation is evident but
motives vary substantially between individuals. It constitutes an evaluative
context in which the majority of students try to achieve the best result
(Roberts, 2001).
 LITERATURE REVIEW
TEACHER-STUDENT AUTONOMY
 Likewise, in a study of 468 students presented in the Journal of Sport Behavior
(2016), results revealed that students’ perception of teachers’ autonomy support
significantly correlated with students’ satisfaction of autonomy, competence, and
relatedness in P.E.class, which is consistent with findings of other studies.

 Within the same study only autonomy support was examined as the social factor
that influences the satisfaction of basic psychological needs. One crucial way to
show students that they are cared for and important is to help them set goals for
themselves. Doing this at the start of the year shows students that you are
focused on helping them improve their abilities (McGlynn & Kelly, 2017).
 LITERATURE REVIEW
GOAL-SETTING

 Setting goals allows students to take ownership of their learning, which, in turn,
increases motivation. If students have a vested interest in the goal toward which
they are working, it only makes sense that they will work harder to achieve it
(McGlynn & Kelly, 2017). Student-specific goals can go a long way as the students,
themselves, are able to perform self evaluation and decide on something that feels
right for them.
 LITERATURE REVIEW
GOAL-SETTING
 SMART goals (specific, measurable, attainable, relevant, time-bound) have been a
common element in education at Shelton Intermediate School with the academic
fields.
 This technique can increase the effort of students and decrease the number of
distractions from the task (McKay, Settle, & Powdress, 2017). SMART goals also
allow for a breakdown in the ultimate task, which makes the task itself feel more
attainable through checkpoints in the learning journey.
 Example: Having a student who failed the push-up test by a margin of two push-
ups would not have a realistic goal to suddenly perform at the Presidential (or
proficient) level, which would put them in the top 20% of the population. A
realistic goal would be to build the strength through exercise to complete two
more push-ups using the proper form in order to pass the test at the National
level, which would put them at the 50th percentile.
 LITERATURE REVIEW
GOAL-SETTING

 Goal-setting is a tool that is believed

to enhance intrinsic motivation and
the will to move forward (Wilson &
Brookfield, 2009). The self-
determination theory is a fitness-
friendly philosophy that provides
opportunity to satisfy the individual’s
needs and goals, thus increasing
intrinsic motivation, which focuses on
self-motivation and self-acceptance.
 LITERATURE REVIEW
TECHNOLOGY

 Digital tools such as mobile phones, internet, text-messaging and wearable

sensors can provide a platform to intervene to change health behaviors
(Stephenson, McDonough, Murphy, Nugent and Mair, 2017).

 In a study presented in the International Journal of Behavioral Nutrition and

Physical Activity (2017), 1967 participants were involved in an observation where
control groups were assigned using different types of technology in an attempt to
promote more active behavior throughout the day. Of the digital tools
mentioned, incorporating mobile or wearable technology into one’s daily routine
(which tracks steps of the individual, heart rate, sleep patterns, etc.) reduced
sedentary behavior by approximately 41 minutes daily. Research shows that
wearable fitness trackers keep people moving more throughout the day.
LITERATURE REVIEW
TECHNOLOGY
 LITERATURE REVIEW
TECHNOLOGY

 Since students already spend a majority of time using and enjoying technology, it
can be used as an innovative way to motivate students to be physically active
(McKay & Powdress, 2017). Today’s students are not like the students from
twenty or thirty years ago. What stimulates the youth of society today was
nonexistent decades ago. What this means is that teachers must become more
creative to create an environment that is enjoyable and causes the student to
want to come back to class the next day wondering…

…what are we going to be doing next?

 LITERATURE REVIEW
TECHNOLOGY

EXAMPLE:
The Zombies Run application is free and includes forty running missions that gives
students a story based on a post-apocalyptic world while allowing each user to track the
distance, pace, time and heart rate.

Motivating students to value and take part in physical activity is vital in the physical
education classroom. Ultimately, this requires innovation, creativity and strategy (McKay
& Powdress, 2017).

If the curriculum requires students to engage in regular cardiovascular exercises, this do

not simply have to mean that students must run monotonously back and forth from line
to line every day. This would be bland to even the most motivated of runners. Meeting
curriculum requirements does allow for freedom from the teacher to be creative, play to
student interests and truly keep them inspired to return to class and perform at higher
levels.
 LITERATURE REVIEW
CONCLUSIONS
 There is much insight to the world of motivation and specific methods that
contribute to inspiring individuals. Inspiration is a driving factor for success in all
fields and physical fitness is no exception. The literature and studies provided
highlight different types of motivation and how they are relevant to the learning,
motivation and improvement processes. Highlighting teacher and student
autonomy, goal-setting and technology, there are both theories and data that
suggest that each hold some weight in potentially motivating students to put forth
the effort in a physical education climate that will not only allow a template for
their physical fitness scores to go up, but will also allow for an improvement in
their overall health.
 There were themes that overlapped, or touched upon in some way, in multiple
sources and allowed for a transition from topic to topic with some of the
strengths being centered around controlled and recent studies in the realms of
autonomy, goal-setting and technology. The literature-provided information was
specific to physical education and overall health/wellness.
 RESEARCH DESIGN &
METHODOLOGY
 The state-mandated physical fitness test carried out in physical education each
year is a means for measuring student health and fitness. The fitness goals that
are set (national and presidential levels) are created based on student age and
gender.
 The national level means a student has passed the four areas of the fitness test,
while the presidential level means a student has scored exemplary on the
physical fitness test.
 Seeing as though in 2016, 58% of the eighth-grade student population at
Shelton Intermediate School had passed the physical fitness test and 60%
passed in 2017, the population of learners to take into consideration for the
next wave of testing is the incoming eighth-graders for the upcoming school
year. From this class of eighth-graders, the target group will be those students
that passed three of the four tests (push-up, curl-up, pacer, sit-and-reach) that
make up the Connecticut Physical Fitness Test at the national level.
 RESEARCH DESIGN &
METHODOLOGY

 All students will take the Connecticut Physical Fitness Test in the month of
October. Data will be collected in two different areas.:

The first area where data will be The second collection of

collected is in the number of
students who passed all four
sections of the test to get the
percentage of passing student
scores.
data will be of those
students who passed three
of the four tests, which will
ultimately make up the
target group.
 RESEARCH DESIGN &
METHODOLOGY
Based on the initial data collected, the following provides a step-by-step process
in which the remainder of the study will follow:

 Members of the target group will be categorized and placed into one of four
groups based on which of the four tests they did not pass.
 The first ten minutes of every physical education class will be dedicated to
exercises that aim to improve upon the area of weakness as determined by the
results of the test (i.e. – if a student failed the pacer test, he/she will be
completing fitness-based exercises/activities aimed to improve upon
cardiovascular endurance).
 Students will be tested on three separate occasions throughout an eight-week
program (including the initial test) in order to track progress and to determine
if the activities provided are effective. In the final three tests, students will only
take the one test they did not pass.
 RESEARCH DESIGN &
METHODOLOGY
Data Collection & Analysis (Part 1):

Data will be collected on each of the four testing dates

with improvement being the goal for tests two and three.
The ultimate goal by test three is that the student will be
able to pass the test at the national level.

Example: The national standard for thirteen year old boys

in the push-up test is twelve completed push-ups. If a
thirteen year old male student initially completed nine
push-ups, the number of push-ups completed per the next
two testing dates would be the data collected. I will then
match it up to the passing standard in order to determine
if the goal was met.
 RESEARCH DESIGN &
METHODOLOGY
Data Collection & Analysis (Part 2):

Students will also be asked to provide feedback at each of

the testing sessions. Questions will revolve around how
effective they believe the exercises are for them,
personally, as well as how difficult and enjoyable they
perceive the exercises to be.

Between the quantitative and qualitative data collected in

these two areas, the overall effectiveness of the program
can be properly evaluated. Input from the students on
these surveys will also give insight into potential
improvements or changes to be made in the initial plan
with regard to the types of exercises that students are
motivated to perform.
 RESEARCH DESIGN &
METHODOLOGY
A mixed methodologies approach is something I feel will be an asset in
coming to a complete conclusion as to whether or not the implemented
plan for student improvement in their target area is effective. The statistical
information is a must for the Capstone Project, as the test scores will
ultimately determine whether or not the goal was met; however, student
opinions on how they perceive the program can also give insight as to what
is and isn’t working from those people who are actually taking part in the
physical portion of the program. While from the outside things may seem
one way, there is a chance that students may be feeling another.
 EVALUATION & ASSESSMENT

The Capstone Project addresses an issue that is important for all parties
involved. Not only will students potentially benefit from the implementation
of this fitness-based project, but educators may gain insight into potential
strategies that could help students become more motivated to perform in
the physical education classroom.

Given that the curriculum has not been carried out, choosing a panel of
experts to evaluate the plan has been a crucial aspect of the process,
particularly through the feedback they have given. While I have taken the
time to look over the assessments of my work in depth and all of the
responses were helpful, there were several main takeaways I have identified
from the panel’s comments and critiques with regard to upgrading the
curriculum design.
 EVALUATION & ASSESSMENT
Takeaway #1:
An issue that was brought up in two different
assessments was to clearly state what makes a
60% passing rate a genuine problem. With no
other information to compare it to, the 60%
could have been below average, average or above
average – which I feel as though is a valid aspect
of the problem statement to point out. To assure
that there truly is a problem with that value,
finding out the national average, or even the state
average of passing students in surrounding school
districts would provide a viable comparison and
provide and accurate conclusion as to where a
60% passing rate lies on the spectrum.
 EVALUATION & ASSESSMENT
Takeaway #2:
The second critique I found to be very insightful was my failure to disclose
what activities/exercises all of the students who passed the physical fitness
test would be doing during the warm-up period of class. While it appeared
consistent across the board via the evaluations that my directions/objectives
were clear for those who did not pass, I did not clearly address what the
rest of the class would be doing. A suggestion I received from one of my
panel members that I thought made a lot of sense was to place all students
into one of the four groups according to the area of the test they scored
the lowest on (even if all four test scores were of passing range). There are
also students every year who pass the fitness test, though one score keeps
them from achieving the Presidential Fitness Award. These students, for
example, could be working at that one testing area that kept them from
achieving the highest level of fitness possible on the test.
 EVALUATION & ASSESSMENT
Question for Thought…
 What happens if a student in the target group passes their test on the
second try – will they have to proceed with the rest of the intervention
program and still take the third test?
Potential options upon reflection:
A. Students may be “released” from the program because they have since passed the
fitness test.
B. Students will continue with the program to assure as much improvement as possible.
C. Students may choose whether or not to continue with the exercise program if they
pass the test they failed.

- Further reflection will be required on my part in order to determine which

option would be the most beneficial to the students. If the plan was to be
implemented, a trial-and-error period would be likely based on the initial
decision.
 EVALUATION & ASSESSMENT

Overall, I was pleased with the scores given by the panel, as they expressed
their confidence in the curriculum I prepared. The critiques given made a
lot of sense and would certainly stand to serve as potential upgrades if the
plan is implemented in the future. I agree with their opinions that the plan
could be implemented at the stage it is in now with these minor
adjustments. There was a general consensus that the problem to be tackled
is important and holds moral value while aiming to promote lifelong fitness
to the participants. The strength of the Capstone’s overall design come
from the steps taken throughout the three Capstone courses, as well as
information learned from previous classes in the program. Validity of this
assumption is backed by the opinions of the professionals who offered their
time to assess the physical education curriculum.
DISCUSSION AND REFLECTION

The Capstone Project has helped me start to

think outside the box of what has been
comfortable for me, as an educator. While I
can acknowledge that lesson plans I have
created and implemented have been effective
in the classroom, this course and others I have
taken throughout this program have aided in
shaping my overall planning and teaching
process. The work I have completed, the
critiques I have been given and the upgrades I
have made to former ordinary lessons combine
to contribute to my growth as a professional.
 DISCUSSION AND REFLECTION
MEd Outcomes

Students will be able to identify, analyze, evaluate and implement research-based

education practices matched to an area of concentration (Post University, n.d.).

I have met this objective through the completion of my Capstone Project. The
sample projects provided have helped me gain a full understanding of what
successful research-based educational practices look like. Through the analysis of
these models and from the feedback I have received throughout the final three
courses, I felt as though I was able to create an effective design with purpose,
originality and efficacy. I learned what action-based research entailed, and
through this new, in depth information, I attempted to create a final product that
was ready to be implemented. Based on the feedback I received from the panel
of experts chosen I can say I have met my goal and succeeded in finalizing an
effective curriculum in my field.
 DISCUSSION AND REFLECTION
MEd Outcomes

Students will develop expertise in designing and delivering instruction to support

the achievement of diverse population of learners of all ages in a variety of
settings (Post University, n.d.).

Means of motivation can be vastly different from student to student. One of the
goals of my curriculum design was to reach a wide variety of learners. Within
the unit planned, students are encouraged to create goals specific to their needs,
provide feedback to the instructor about activities in which they enjoy, and utilize
technology applications of their choice as they see fit in relation to their fitness-
based goals. Ultimately, differentiation is in the hands of both the teacher and the
student in the curriculum design I have created. Allowing the students to have
the freedom of choice at multiple levels of the instructional process gives the
diverse population of students a voice, as well as a genuine hand in their own
learning.
 DISCUSSION AND REFLECTION
MEd Outcomes

Students will develop and demonstrate leadership thinking in critical areas of

interest within their field (Post University, n.d.).

Where this degree has helped me in this particular area of professionalism, most
specifically the Capstone Project is in the growth of confidence upon completing
such a time-consuming, well thought out curriculum model. Sharing this project
with not only co-workers but also my direct supervisor as members of the panel
of expert was liberating for me as an educator.

This project has helped me demonstrate a leadership role while breaking that
barrier down that has held me back in this area of teaching/learning for so long.
 DISCUSSION AND REFLECTION
Concentration Outcomes

Students will be able to design and develop curriculum using models of

curriculum design such as Understanding by Design (Post University, n.d.).

I chose to use this type of curriculum model based on information I gained while
taking the course Curriculum 2.0. Within the course we broke down the model
into pieces, ultimately leading into a finalized design that was also ready to be
implemented. The original unit I created utilizing the Ubd design was a health
lesson focusing on nutrition. Using this as a guide, I felt as though the fitness-
based unit I created for my Capstone Project followed the Udl guidelines and
ultimately led to an effective physical education curriculum design. The idea was
to map it out so another person would encompass a full understanding of what
would be expected of them to perform if they were in the place of the
instructor. Based on feedback, I feel as though I have met this objective.
 DISCUSSION AND REFLECTION
Concentration Outcomes

Students will be able to apply a variety of formative and summative assessment

strategies to evaluate and improve teaching and learning (Post University, n.d.).

Throughout the Capstone Project planning process I created a curriculum design

that incorporated multiple means of assessment. Through the multiple fitness
testing sessions and the use of exit slips for student feedback I was able to create
plan that monitors student learning throughout the eight-week time frame that
was designed for the program (formative assessments). The objective with this
type of assessment is to provide the students with ongoing feedback, discussions
and even planning out lessons more specific to their needs in order for them to
reach the end goal, which is to pass the physical fitness test and increase
motivation levels in physical education. The summative assessment was designed
to take place in the final week of the program (week eight) and would measure
mastery of the topic at hand via a third and final fitness test score.
 DISCUSSION AND REFLECTION

I feel as though the courses taken throughout

the program at Post University have shaped my
teaching styles into something more student-
centered and advanced. There are a number of
health/physical education lessons I have
adapted since beginning the program almost
two years ago, and others I have created with
key elements I have learned from these
courses. The Capstone Project is a culmination
of this accomplishment and may be a viable
option to use as a fitness unit next year.
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Satisfaction and Physical Activity Level in Physical Education Class. Universitas Psychologica,
16(4), 1-12.

Gebel, E. (2012). More kids than ever have type 2 diabetes. Diabetes Forecast.

Ha, A. S., Lonsdale, C., Lubans, D. R., & Ng, J.Y. (2017). Increasing students' physical activity
during school physical education: rationale and protocol for the SELF-FIT cluster randomized
controlled trial. BMC Public Health, 171-12.
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Jaakkola, T.T., Sääkslaht, A., Yli-Piipari, S., Manninen, M., Watt A., & Liukkonen J. (2013). Student
motivation associated with fitness testing in the physical education context. Journal of Teaching
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Jing Dong, L., & Pak-Kwong, C. (2016). Students' Perceived Autonomy Support and
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McGlynn, K. & Kelly, J. (2017). Self-improvement through goal-setting. Science Scope, 41(2), 22-
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McKay, C., Settle, J. T., & Powdress, S. (2017). Motivation Matters: Ten Motivation Strategies for
Health and Physical Education. Virginia Journal, 38(1), 23-25.
 REFERENCES
Roberts, G.C. (2001). Understanding the dynamics of motivation in physical activity: The
influence of achievement goals, personal agency beliefs, and the motivational climate. Advances
in Motivation in Sport and Exercises, 1–50.

Stephenson, A., McDonough, S. M., Murphy, M. H., Nugent, C. D., & Mair, J. L. (2017). Using
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