Abstract
The purpose of this study was to investigate the effects of students" perceived challenge on their deliberate practice and classroom engagement in PE lessons. For this purpose, the investigator found a population in middle and high school students in Gyeonggi Province and selected 319 through convenience sampling. Collected data was put to multiple regression analysis with the PASW Ver 18.0 statistical program. The findings were as follows: First, students" perceived challenge had statistically significant effects on their deliberate practice in PE lessons; secondly, their deliberate practice had statistically significant effects on their classroom engagement in PE lessons; and finally, their perceived challenge had statistically significant effects on their classroom engagement in PE lessons.
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