Method: This mixed methods study utilized survey and interview instruments for data collection and analysis. Among the high school physical education teachers, 43 participated by responding to a 27 question survey. Eleven high school physical education teachers were interviewed and asked six open-ended questions using a semi-structured protocol.
Analysis/Results: Descriptive statistics indicated the majority of participants perceived a responsibility to teach lifetime fitness goals creation strategies to their students and deemed fitness testing purposeful and important. Analysis of interview data indicated a perceived need for fitness testing, teaching lifetime fitness goal setting, and increasing student interest. Three themes emerged that affected these perceptions: fitness testing benefits, differentiated goal-setting instruction, and exposing students to a variety of activities. These themes were examined in relation to the participants’ perceptions of fitness testing and lifetime fitness goals.
Conclusions: The majority of physical educators perceived that fitness testing is purposeful, important and related to lifetime fitness goals. Lifetime fitness goals vary according to the fitness needs of each student and should include improving each health-related fitness component, particularly cardiovascular endurance, muscular strength, and muscular endurance. A conceptual model was constructed to help a physical educator make fitness testing and lifetime fitness goals an integral part of the physical education curriculum.