What the test doesn’t measure: social justice and experiences of physical fitness assessment in physical education

Physical fitness (PF) assessment is a common practice in Physical Education (PE), often linked to performance measurement and student comparison, raising pedagogical and ethical concerns regarding equity and inclusion. Guided by Social Justice Theory, this qualitative study explored how students experience and make sense of PF assessment, focusing on emotions, learning processes, and perceptions of fairness. Sixteen students completed reflective journals over one academic term, complemented by semi-structured interviews and focus groups. A thematic analysis identified three central categories: (1) PF as pressure, (2) tests that do not promote learning, and (3) learning from oneself. Findings indicate that standardised fitness tests are associated with pressure, demotivation, and limited learning, whereas assessment approaches centred on self-regulation, individual progress, and bodily understanding are perceived as fairer and more educational. From a social justice perspective, the study highlights the need to rethink PF assessment towards more formative practices in PE.