Abstract
Both observational data and direct measurement of student activity seem to indicate a large variance in student activity during physical education lessons. The aim of this study was to identify participation styles during elementary physical education lessons by using multiple data sources. A class of fifth grade students (N = 17) and a class of sixth grade students (N = 14) were taught by a physical education specialist for three lessons each. Both classes had coed physical education lessons and all students were systematically analyzed by using heart rate measurement, systematic observation and perceived exertion. Each lesson was videotaped for further analysis. Finally, six high and five low skilled students were formally interviewed after the last lesson about their experiences in physical education. The results indicated four different participation styles among the students in these physical education elementary classes. These were low skilled fighters, low skilled avoiders, high skilled fighters and high skilled avoiders. Several contextual factors are contributors to these participation styles. The main reasons for this appear to be differences in students’ fitness levels, physical activity behavior and interest in physical education. This large variation among students shows that teachers need to treat each student individually.
Highlights
Several studies indicated that a large number of students had positive attitudes and experiences of physical education (Palomäki & Heikinaro-Johansson, 2011; Subramaniam & Silverman, 2007)
We identified four different participation styles among the students in these physical education elementary classes from the quantitative data
The System for Observing Fitness Instruction Time (SOFIT) value showed low variation and moderate-to-vigorous physical activity (MVPA) heart rate showed high variation, these measure the same aspect of physical activity during physical education lessons
Summary
Several studies indicated that a large number of students had positive attitudes and experiences of physical education (Palomäki & Heikinaro-Johansson, 2011; Subramaniam & Silverman, 2007). Locke (1987) argued that the real curriculum for many students was considerably different from the formal intensions of the teacher. Dodds (1985) concluded that students learnt all sorts of things other than what the teachers intend to teach. The nature of teaching is complex and multiple variables affect student learning. Amade-Escot & Amans-Passaga (2007) proposed that individual, activity and environmental aspects of teaching/learning were inseparable, and that content in physical education must be considered through this multidimensional perspective
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