School-based physical fitness testing through the Supportive, Active, Autonomous, Fair, and Enjoyable (SAAFE) framework and its effect on children’s affective valence, enjoyment, and need satisfaction

2025/08/01 by Stewart, Cameron, Booth, Josie, Bardid, Farid +1
#Education #Health and Physical Education #Medicine and Health Sciences

paper · doi:10.17605/osf.io/gx3m8

Abstract

The study aims to examine the delivery of physical fitness testing through the Supportive, Active, Autonomous, Fair, and Enjoyable (SAAFE) framework, which was originally developed to guide the delivery and evaluation of school-based physical activity lessons (Lubans et al., 2017). Informed by different motivational theories including self-determination theory (Ryan & Deci, 2017), achievement goal theory (Nicholls, 1984), and competence motivation theory (Harter & Connell, 1984), the SAAFE framework was developed to help professionals deliver enjoyable and motivational physical education lessons (Lubans et al., 2017). This research will thus compare the effect of SAAFE and traditional fitness testing lessons in primary schools on children’s affective valance, enjoyment and situational need satisfaction (cf. Vazou et al., 2019).

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