results, with emphasis on educating participants about the importance of fitness, supporting the achievement of fitness goals, and developing healthy living habits. Those interpreting and communicating test results should ensure confidentiality, consider each individual’s demographic characteristics, provide for the involvement of parents, and offer positive feedback and recommendations to students and parents.
Based on their relationship to health, their integrity, and their feasibility (e.g., ease of administration and interpretation, need for and cost of special equipment, privacy concerns), developers and administrators of fitness test batteries for schools and other educational settings should consider including a set of test items similar to those recommended for surveys:
Additional tests not yet shown to be related to health, such as distance and/or timed runs, the modified pull-up, the push-up, and the curl-up, may also be considered as supplemental educational tools. The guidance provided in Chapter 8 should be followed in establishing cut-points (cutoff scores) for interpreting performance on the selected fitness test items.
The preceding chapters highlight the importance of measuring and monitoring the prevalence of physical fitness during childhood and address questions relating to the core purpose of this report—identifying fitness tests that are related to health and are valid and reliable. Tests for a national youth fitness survey are recommended based on those criteria and on practical considerations related to the feasibility of their administration in a national survey. In addition to national surveys, fitness tests often are conducted in schools (and other educational settings) for a variety of reasons. Examples include uses associated with state or local