Students' Emotional Experience in Physical Education-A Qualitative Study for New Theoretical Insights.

Sascha Leisterer,Darko Jekauc

doi:10.3390/sports7010010

Sascha Leisterer, Darko Jekauc

Open Access

https://doi.org/10.3390/sports7010010

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Abstract

Physical education (PE) can be the starting point for many students to be physically active throughout their lives. Positive emotional experiences in PE are discussed as beneficial for long-term physical activity, however, triggers of students’ emotions are still unclear. The purpose of this study is to explore, from a student’s perspective, emotions and their triggers, which occur in PE classes. N = 12 students (male: six, female: six, ø-age: 15.6 ± 1.2 years) have been interviewed using a focused semi-structured interview to identify their emotions in PE and to explore the situations in which they occurred. An inductive approach with elements of the Grounded Theory Method was implemented to analyze the data. Students reported a wide range of positive and negative emotions. Furthermore, four crucial triggers were identified: (I) Attractiveness of the task, (II) social belonging, (III) competence and (IV) autonomy. Parallels to existing theories, especially the Self-Determination Theory (SDT), will be discussed. These results can be used to improve teachers’ knowledge about students’ emotions in PE in order to build a basis for lifelong physical activity.

Highlights

The International Charter of Physical Education (PE), Physical Activity, and Sport of the UNESCO states the following in article four:“Physical education . . . must inspire lifelong participation . . . Early positive experiences of play, games and physical activities should be prioritized for all so as to lay a foundation of the knowledge, skills, attitudes and motivation necessary for the maintenance of lifelong participation in physical activity and sport” [1].Physical activity provides many physical, psychological, and social benefits for individuals [2].it is important to create abilities and a fundamental motivation for lifelong participation in physical activities from early years on
The results show positive emotional experiences that are triggered by the satisfaction of autonomy, pleasant, and more activating than the emotions triggered by the satisfaction of competence
The findings of the present study are closely related to Self-Determination Theory (SDT), with the three basic needs as emotional triggers: Social belonging, perceived competence, and autonomy [9]

Summary

Introduction

It is important to create abilities and a fundamental motivation for lifelong participation in physical activities from early years on. To support this development, organized youth sport has been in focus in the last years [2]. In the context of educational programs for children and adolescents, priority is given to positive emotional experiences to foster the development of a lifelong participation in physical activity [1]. It is still unclear if there are unknown aspects of students’ emotional experiences that might provide information about how to create positive emotions

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