Empowering students in physical fitness through assessment for learning in physical education

Abstract

Physical fitness education plays a pivotal role in enhancing students’ overall well-being and must be effectively integrated into Physical Education curriculum. Research underscores the transformative impact of Assessment for Learning in improving teaching quality, student engagement and learning outcomes across various educational settings. In this study, we aim to investigate students' viewpoints on the integration of Assessment for Learning strategies in Physical Education fitness education. Thirty-six high school students from two classes participated in the study, taught by two preservice Physical Education teachers. Data collection comprised two focus groups of five students from each class and a questionnaire applied at the end of the teaching experience. A mixed-methods approach was used, incorporating both quantitative and qualitative dimensions to triangulate data. The focus group content was analysed using thematic procedures and two main themes were identified: (i) teachers' teaching and (ii) students’ learning. The quantitative data from the questionnaire were analysed through descriptive measures. Findings suggest that the Assessment for Learning strategies employed played a crucial role in enhancing students’ awareness and comprehension of the learning fitness objectives. Students highly valued the teacher's initiatives, particularly the enthusiasm, detailed feedback and collaborative group activities and strategies related to Assessment for Learning. These aspects increased their involvement and awareness and, combined with group learning and Assessment for Learning, led to personal growth. Students also noted an increased sense of responsibility for their own and their peers' learning journeys in fitness. This study underscores the transformative potential of Assessment for Learning strategies in Physical Education, emphasizing the significance of nurturing supportive learning environments that empower students to take charge of their learning and encourage meaningful engagement. Pre-service teachers enhance their teaching through reflective practices with students regarding fitness education, highlighting the importance of incorporating Assessment for Learning training into teacher education programmes. Future educators must be equipped with the knowledge and skills to approach this area from a salutogenic perspective and employ student-centred approaches effectively.