Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings.

目的：本研究探讨了职前体育教师 (PPET) 如何看待以自我测试形式进行的健康相关体能测试 (HRFT)，旨在加强他们的 HRFT 学习，并为未来实施 HRFT 做好更好的准备。方法：该研究采用了建设性的现象学研究设计。共有 11 名 PPET 参与了这项研究。通过焦点小组访谈、个人访谈、观察和现场笔记以及书面作业收集数据。两名研究人员分析了 NVivo 12 中的数据。 结果：从数据中得出了三项发现。首先，自测管理让 PPET 参与 HRFT 的主动学习。其次，当 PPET 对能力、自主性和关联性的需求得到满足时，他们对自我测试表现出积极的态度。最后，PPET 指出了挑战并提出了完成和管理 HRFT 的建议。结论：自我测试可作为为 HRFT 准备 PPET 的替代方法。需要更多的研究来检验教育环境中自我测试的有效性和可靠性。