| The problem. The purpose of this study was to investigate the difference between two groups' physical fitness scores and the use of a computer-based individualized fitness program and 9th-grade student's physical fitness scores.; Method. An experimental study was conducted, and 81 students who were enrolled in public school physical educations classes were administered a pretest and a posttest in the 1-mile run and push-up test, and a fitness questionnaire. The fitness questionnaire was used to assess attitudes regarding fitness, and the FITNESSGRAM test was used to measure physical fitness.; Results. For all hypotheses, it was predicted the group that had access to the computer-based fitness program would demonstrate a significant difference at the 95% confidence level than the group that did not. The 1st hypothesis, which predicted a difference between 9th-grade female students' 1-mile run times, was supported. The 2nd hypothesis, which predicted a difference between 9 th-grade male students' 1-mile run times, was supported. The 3 rd hypothesis, which predicted a difference between 9th-grade female students' push-up tests, was not supported. The 4th fourth hypothesis, which predicted a difference between 9th-grade male students' push-up tests, was not supported. The 5th hypothesis, which predicted a difference between 9th-grade female students' attitudes, was not supported. The 6th hypothesis, which predicted a difference between 9th-grade male students' attitudes, was not supported.; Results of the study supported the premise that the computer-based individual fitness program, which focused on individual goal setting and self-monitoring of fitness levels, was directly related to student performance on the FITNESSGRAM 1-mile run.; The 9th-grade female group saw the greatest positive change in scores with the individualized fitness program and the 1-mile run. The 9th-grade male group saw the least amount of change in scores with the fitness questionnaire. |
