Field-Based Assessment of Motor Performance In Physical and Sports Education – Pilot Study

Field-based assessment tools that capture both physiological and performance-related aspects of exercise are increasingly important for evaluating motor competence in physical and sports education. This study examined the suitability of a field-based burpee protocol for assessing motor performance in physical and sports education and compared responses between adolescents from sports and non-sports classes. 42 participants divided into two groups (sports class n = 21, non-sports class n = 21) completed a 3×3-minute burpee test during which physiological (heart rate), subjective (rating of perceived exertion, technique, endurance), and performance (acceleration) indicators were recorded. All variables met normality criteria according to the Shapiro–Wilk test. The sports and non-sports groups differed significantly in average heart rate and perceived exertion, with the non-sports class demonstrating higher physiological load (p < .05). No significant group differences emerged in technique, endurance, or acceleration, although effect sizes suggested trends favoring the sports class. Across rounds, average acceleration and fatigue index showed a gradual decline, but without significant time effects. Correlation analyses revealed significant relationships among indicators, with higher perceived exertion strongly associated with lower technique, endurance, and acceleration. Exploratory factor analysis identified one latent factor explaining 44.5% of variance, primarily driven by endurance, technique, and acceleration, with perceived exertion loading inversely. The findings suggest that the burpee protocol provides teachers with a feasible field-based tool for assessing motor performance in schools, combining simple observation with the use of a smartphone and rating scales to support practical physical education assessment.