Abstract

The World Health Organization recommends at least 150 minutes per week of moderate-intensity aerobic activity (or 75 minutes per week of vigorous intensity or a combination of both) and two days of muscle strengthening activity that targets all major muscle groups. However, a small percentage of US adults aged 18 and older meet these guidelines. College students are at an increased risk for physical inactivity as this population is often making lifestyle choices autonomously for the first time. Physical education classes not only provide an opportunity to encourage college students to be more active on a regular basis, but to also acquire knowledge, skills, and motivation to be physically active throughout their lifetime. Historically, university and college physical activity classes have used performance grading based on predefined assessment criteria or standardized scales (i.e., traditional fitness testing). However, the use of traditional physical fitness testing for assessment has been widely criticized as not being capable of generating valid learning outcomes in physical education courses and for lack of meaning and application to real life. The focus of this educational brief is to discuss two alternative assessment methods used in required physical education courses at a large public university and to discuss implications for future research and assessment in physical education.