In many countries, fitness testing is used in physical education (PE). Advocates of fitness testing maintain that testing promotes physical activity and has long-term health benefits. Other scholars question using fitness tests for children in educational contexts and describe them as demotivating, embarrassing, and humiliating. The purpose of the study is to contribute to this educational dilemma with knowledge on the use of “fitness tests” in PE practice. This is done by exploring a pedagogical intervention in Sweden where tests were used to teach from a norm-creative perspective and considering how bodies with different weight and form could be included. We draw on “new materialist” methodologies, asking what tests do and can do in PE practice. In our analysis, we brought together six affective elements of what tests do. Many tests produced traditional PE practices, and there were apparent silences regarding body hierarchies, which often render big bodies invisible. Teaching tests paradoxically, however, also produced opportunities for creativity in moving and opportunities to reflect upon norms about justice and “normal” bodies. This analysis highlights the potential of teaching with the test in order for fitness tests to become educational.

中文翻译：

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用测试教学：在体育教育中使用体能测试进行自相矛盾的教学


在许多国家，体能测试用于体育教育 （PE）。体能测试的倡导者坚持认为，测试可以促进身体活动并具有长期的健康益处。其他学者质疑在教育环境中对儿童进行体能测试，并将其描述为令人沮丧、尴尬和羞辱。该研究的目的是通过了解在体育实践中使用“体能测试”来解决这一教育困境。这是通过探索瑞典的教学干预来实现的，其中使用测试从规范创造性的角度进行教学，并考虑如何包括具有不同重量和形状的身体。我们借鉴了“新唯物主义”方法，询问测试在 PE 实践中可以做什么和可以做什么。在我们的分析中，我们汇集了测试的六个情感要素。许多测试产生了传统的 PE 实践，并且对身体等级制度明显保持沉默，这通常会使大体型变得不可见。然而，自相矛盾的是，教授考试也为移动的创造力和反思关于正义和“正常”身体的规范提供了机会。该分析强调了通过测试进行教学的潜力，以便使体能测试成为教育性测试。