Debated in Parliament on 2 Oct 2017.
Miss Cheryl Chan Wei Ling asked the Minister for Education (Schools) (a) what is the passing rate for the National Physical Fitness Award/Assessment (NAPFA) Scheme in 2007 and 2016; (b) whether students are adequately prepared in schools for the annual assessment; and (c) for students who are unable to manage the 2.4-kilometre walk-run, how do schools assist them in coping within their ability.
Since the review of the National Physical Fitness Award (NAPFA) scheme in 2014, the NAPFA test has been reframed as an educational tool to teach students the various components of fitness, and how these contribute to active and healthy living. The frequency of the NAPFA test for students has correspondingly been revised from an annual test to alternate year testing from Primary 4 onwards.
Fitness training is, therefore, integrated into all physical activities within the Physical Education (PE) curriculum. Specific knowledge and skills on training for fitness are imparted as part of the Physical Health and Fitness component.
Aligned with this, schools teach students how they could train for fitness, including for the 2.4-kilometre Run-Walk by building from low intensity training and progressing gradually towards the actual NAPFA test. Students are also taught to set personal targets appropriate to their individual ability, with the focus on self-improvement rather than passing the NAPFA test.
The reduced emphasis on the NAPFA test and test frequency allows students to use the freed-up time for more diverse physical activities. It also encourages them to enjoy physical activities and sports during PE lessons and develop lifelong habits for sustaining health and fitness. As the NAPFA test is meant as an educational tool, and not as a national fitness index for students, there is no basis for comparing NAPFA test passing rates nationally over time.
PAPERCUTS