The first girl belongs to the middle childhood stage and is 10-years-old. The girl’s physical fitness is evident through her ease in climbing the stairs, controlled breathing, and flexibility. According to the body mass index, the girl has a healthy weight with 17.5kg/m2 (Gallahue & Cleland-Donnelly, 2007). The girl’s physical ability to undergo physical tests is average, and she is interested in informal and formal sports. Some of the informal tests that she can comfortably participate in are cycling, kicking a ball around, hide and seek, dancing, and skating. The formal sports activities the girl can comfortably join in are badminton, running, jogging, and swimming. The girl respects regular sporting activity that involves the participation of four to six girls, although she takes less than 30 minutes a day for the action. The speed and power capability of her physical activities substantially increases with an increase in training (Bailey, 2006). The second girl taking the physical ability assessment is 11 years old, and she is a fifth-grade student. The girl is familiar with physical ability tests and activities due to her previous participation. The girl is healthy to participate in a variety of activities with a body mass index of 19kg/m2 (Gallahue & Cleland-Donnelly, 2007). The girl demonstrates personal responsibility during participation in physical activities through observation of personal safety and self-respect. She engages in applied group dynamics such as athletics, volleyball, and basketball. In addition, she demonstrates concepts of fair play by making contributions to the group. Basing on her biological maturity and physical abilities, she requires an explicit training process and an increase in multi-skills activities. The girl has muscular endurance, is flexible, and has absolute strength through an increase in sports participation, unlike other girls in her age-group (Bailey, 2006). The first boy taking the physical ability assessment is 12 years old with a body mass index of 20.5kg/m2. According to Gallahue and Cleland-Donnelly (2007), the body mass index of the boy is an indication that he is healthy and can participate in physical fitness activities. The boy is active, ready, and on time in a variety of physical activities. The major sporting activities of the boy are gymnastics, biking, swimming, and football. The games have an impact on a lifelong healthy lifestyle through improvement in muscular endurance, strength, cardiovascular function, and flexibility. The boy has necessary movement skills and understands the importance of fitness toward a healthy lifestyle (Bailey, 2006). The second boy is 13 years old with a body mass index of 22kg/m2. The boy is at risk of being overweight, which is highly attributed to genetic factors and lifestyle (Gallahue & Cleland-Donnelly, 2007). The boy has a vivid understanding of the importance of a healthy lifestyle, hence making him active in personal fitness activities. The boy has the ability to coordinate movements that require skill and related fitness. According to Bailey (2006), unique skills and competencies make the boy participate in dancing, rugby, and hockey. The games require coordination, speed, agility, balance, and power. The boy uses skills and ideas gained from the sporting activities for the advancement and also leads a positive example. The boy is punctual in the training session and wears appropriate clothing for the sporting activity. The boy requires motivation, such as working as a team in order to perfect his sporting skills (B