Engagement In Physical Education Research Articles

An Examination of Meaningful Experiences During Sport Education

Background: In recent research years, there has been an increasing focus on the meaningfulness of physical education experiences. While it has been suggested that certain curriculum models such as sport education or cooperative learning provide opportunities for meaningful engagement in physical education, to date there has been no empirical study of those claims. Objectives: The purpose of this study was to quantitatively examine students’ perceptions of meaningfulness in two physical education contexts: traditional multi-activity format, and sport education. Methods: Sixty seventh-grade students aged 12 to 14 completed a 20-item survey titled "Meaningful Experiences in Physical Education Survey (MEPES)" prior to and at the completion of one of three sport education seasons. The analysis consisted of independent samples t-test comparisons between the two contexts (previous physical education experiences, and sport education) for each of the five dimensions of meaningfulness. A Pearson correlation was conducted to examine if there were significant relationships between the five dimensions. Results: Results of the independent samples t-test showed that significantly higher levels of meaningfulness were identified from participation in sport education than in previous physical education for four of the five dimensions. Pearson's coefficient results indicated significant positive correlations between all five meaningfulness dimensions. Conclusion: Sport education has structural elements that promote a sense of meaningfulness within physical education.

Perceived Participation to Kindergartens, Teachers, and Parents of Physical Education in Xi’an, Shaanxi Province, China

Background and Aim: This study addresses the scarcity of empirical evidence on children's participation in Physical Education (PE) and the perspectives of teachers and parents within the Chinese context. The study aims to determine the level of student engagement in PE and identify factors influencing their participation. It also seeks insights into how teachers and parents view PE's importance in children's well-being. Materials and Methods: Conducted in Xi'an, Shaanxi Province, China, the study involved 201 kindergartens, 200 parents, and 65 teachers. Analytical methods included tables, frequencies, percentages, mean proportion analysis, standard deviation proportion analysis, confidence interval analysis, one-sample z-score test for proportion, two-sample z-score test for proportion, and correlation analysis. The research also led to the development of a guide for creating a kindergarten's physical literacy model. Results: Kindergartens exhibit a moderate perception of PE, with males generally having a higher perception than females. Teachers view PE positively, considering it moderately beneficial for physical and mental development. However, barriers to teaching PE include limited event space, security concerns, venue and equipment issues, weather-related inconveniences, and parents' lack of sports proficiency. Parents have a favorable view of PE, acknowledging its positive impact. Barriers for parents include safety concerns, extracurricular workloads, limited interest in after-school sports, venue limitations, and academic pressures. Kindergartens express enthusiasm for sports like basketball and football, but challenges may reduce physical activity and lead to frustration. Conclusion: The perception of physical education in kindergartens varies among different stakeholders, with gender differences and positive attitudes from teachers and parents. However, numerous barriers, including space limitations and safety concerns, need to be addressed to ensure a more effective and enjoyable PE experience for children in this educational setting.

Effects of Grit of high school girls who participated in new sports physical education classes on their participation in engagement in Physical education and school happiness

Effects of Grit of high school girls who participated in new sports physical education classes on their participation in engagement in Physical education and school happiness

Teaching physical education abroad: Perspectives from host cooperating teachers, local students and Australian pre-service teachers using the social exchange theory

Research on pre-service teachers (PSTs) in international teaching practicums often focus on their experiences rather than how it ameliorates the host communities. Constructs of Social Exchange Theory were used to explore benefits and challenges experienced by four Australian PSTs, two Chinese cooperating teachers (CTs) and 169 local students. The PSTs experienced personal and professional growth, the CTs gained new pedagogical insights, and local students experienced cultural immersion with improved engagement in physical education. Despite mutual benefits, challenges emerged from teaching differences, language barrier, and personal obstacles. These underscore the necessity of investing time and resources to minimise such challenges.

CURRENT STATUS OF STUDENTS’ ENGAGEMENT IN PHYSICAL EDUCATION AT LY TU TRONG COLLEGE, HO CHI MINH CITY, VIETNAM

<p><strong>Background:</strong> Engagement is an important factor in developing a student's performance. Engagement in physical education (PE) studies is a critical element contributing to the training quality of PE, helping students achieve comprehensive physical and mental development. <strong>Methods</strong>: The study targeted 400 first-year students at Ly Tu Trong College in Ho Chi Minh City who were born in 2004 (18 years old). The article constructed an assessment scale to evaluate the current status of engagement during PE classes, thereby conducting a survey to assess the current situation. <strong>Results</strong>: The study followed three steps: drafting a preliminary questionnaire, seeking the opinions of experts and specialists to refine the initial questionnaire, and checking the reliability of the final questionnaire (Cronbach Alpha). This process identified 17 questionnaire items to assess the current status of engagement during PE classes among students at Ly Tu Trong College in Ho Chi Minh City. These items represented Intellectual Engagement (5 questions), Cognitive Engagement (5 questions), and Learning Engagement (7 questions). The survey results from 400 students indicated that the current status of engagement (intellectual engagement and learning engagement) was at a normal level, and cognitive engagement was at a positive level. Many aspects, as assessed by the students, were not positively perceived. <strong>Conclusion: </strong>The thoroughly designed questionnaire consisting of 17 items, developed based on scientific principles, evaluates the present level of engagement in PE sessions at Ly Tu Trong College in Ho Chi Minh City. Findings indicate that intellectual and learning engagement are at an average level, whereas cognitive engagement is rated positively. However, students' responses suggest that several aspects are not viewed favorably.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0029/a.php" alt="Hit counter" /></p>

Exploring students experiences of secondary school Physical Education in England

ABSTRACT Background: There are many diverging views regarding the role and purpose of Physical Education (PE) in secondary schools within the UK. However, very few studies have explored PE processes through the eyes of young people. Adolescence represents a critical time period when physical activity (PA) behaviour patterns are often established. Student disengagement in PE is therefore a concern, as PE has the potential to play an important role in influencing adolescents to develop lifelong PA habits. Secondary school PE is compulsory in the UK until the age of 16, therefore PE teachers have a captive audience who they can influence positively or negatively. Understanding of students’ experiences and perceptions of PE could help inform future PE provision. Purpose: The purpose of this study was to explore students’ perceptions of PE throughout secondary school (age 11–16) in England, UK. This study aims to explore students’ views concerning changes and continuities from Key Stage (KS3) (age 11–14) to KS4 (age 14–16). We are also interested in the meanings that students attach to their PE experiences, identifying the social structures and processes that shape these meanings. Methods: Using a social constructionist framework, semi-structured interviews were conducted at eight secondary schools across Yorkshire, England. A convenience sample of eligible schools was used to recruit the study participants. Two participants aged 15–16 (Year 11, KS4) were interviewed at each school (N = 16). Inductive and deductive thematic analysis informed by self-determination theory guided the analysis. Thematic analysis comprised three second-order themes which were generated by ten first-order themes drawing students’ experiences of PE. Results: Perceptions of PE throughout KS3 (age 11–14) were perceived as unfavourable, owing to too much structure and social comparisons. However, perceptions of KS4 (age 14–16) PE lessons were positive, with students enjoying increased choice, less structure, and an opportunity to relieve the stress and pressure of school life. Students identified the role of the teacher to be significant in enhancing student experience throughout secondary school. However, students acknowledged that the student–teacher relationship changed across secondary school, suggesting a need for numerous pedagogical approaches to be adopted through secondary school PE. In addition, PE is recognised by some students as an opportunity to improve their wellbeing, advocating the need for PE teachers to consider employing more holistic outcomes within PE lessons. Conclusions: The findings of this study suggest that there is a noticeable difference between students’ experiences of PE at KS3 (age 11–14) compared to KS4 (age 14–16), questioning if the KS3 curriculum is conducive to support student engagement in PE. The results also indicate that PE teachers could widen the learning of PE beyond the physical domain and incorporate a more holistic approach when planning and delivering PE lessons. The long-term implications of engaging more students in PE is that we may inspire more adolescents to remain physically active into adulthood, and to live healthier, more active lives.

The influence of perceived teacher and peer support on student engagement in physical education of Chinese middle school students: mediating role of academic self-efficacy and positive emotions

The influence of perceived teacher and peer support on student engagement in physical education of Chinese middle school students: mediating role of academic self-efficacy and positive emotions

O.4.6-1 Examining the feasibility, acceptability, and effectiveness of a self-compassion workshop in physical education class for adolescent females

Abstract Purpose In adolescence, enrollment in Physical Education (PE) drastically drops in the transition from grade 9 to 10 – particularly for females who disengage at higher rates than males after completing provincial PE curricular requirements. This is problematic since engagement in PE has the potential to shape and guide young females’ perceptions of movement, their bodies, and coping with life’s difficulties through physical activity. Body image distress may be one reason to explain PE disengagement therefore, may warrant intervention. Self-compassion is an emotion regulation strategy that helps deal with body-related distress and may be an effective strategy to help females cope with these negative experiences in PE and PA beyond. This is the first pilot study to examine the feasibility, acceptability and effectiveness of a self-compassion psychoeducation intervention in PE. Methods A pragmatic one-group pre-test post-test design, with 1-month follow-up was used. The sample consisted of n = 52 students from 2 Canadian high school grade 9 grade 10 females PE classes. The intervention consisted of a 75 minute self-compassion workshop. Feasibility and acceptability were assessed using multiple data sources from a 75-minute focus group, and 1-month follow up survey data. Effectiveness was examined using change in scores on PE attitudes, PA attitudes, self-compassion, and body-image coping. Results There was overall feasibility evidence for the intervention, whereby, all available classes and teachers agreed to host the workshop. The majority of students completed the pre-survey 84.6% (44/52), workshop 71.5% (37/52), and focus group session 92.3% (48/52), and expressed interest in having follow-up workshops 60.7% (17/28). The intervention demonstrated acceptability, as indicated by students indicating high scores on workshop acceptability, ethical conduct, effectiveness, limited negative side effects, material being beneficial and presented in a useful way. Small improvements were shown for self-compassion (d = 0.0761), PE attitudes (d = 0.0761) and PA attitudes (d = 0.245) from pre-workshop to follow-up. Conclusions The knowledge gained from this pilot study may enhance capacity for delivery of scalable curriculum-informed physical education promotion strategies which may be broadly transferrable to physical activity programs.

Physical culture for lifelong healthy participation: Expanding the horizon of individual interest and university engagement in physical education in higher education

The degree of an individual’s interest can be conceptualized as their inclination to experience specific emotions toward a particular domain, such as physical education. There is a lack of published scholarly literature exploring the correlation between individual interest and university engagement, particularly within the context of colleges and universities in the Philippines. The primary objective of this study is to enhance the understanding of the correlation between the two variables. Furthermore, the objective of this study is to ascertain the notable disparity in the individual interest and university engagement of students, taking into account their sexes and educational institution. This study uses a quantitative research method. Upon collecting data from a representative sample of college students, it was determined that there was no discernible variation in the levels of individual interest and university engagement based on gender and educational institution. Furthermore, a notable correlation has been identified between individual interest and engagement in higher education. Ultimately, the factors that contribute to university engagement include positive affect and readiness to reengage, stored utility value, stored attainment value, and knowledge-seeking intentions. The present study provides recommendations for future research initiatives and instructors in order to effectively promote lifelong engagement in physical culture among students, encouraging their participation in diverse healthy activities.

‘Now we have gym, now we have to perform’: Norwegian students’ perceptions of assessment and grading in physical education

Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) – a subject often associated with physical recreation. This paper explores young Norwegian’s perceptions of assessment and grading in PE from a sociological perspective. In doing so, it contemplates the penetration of neo-liberal discourses as part of wider processes of globalization and Europeanization in school PE in Norway. The study utilizes data generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight purposively sampled secondary schools in Norway. Norwegian PE teachers continue to use tests in order to set grades in PE. The upshot is that students’ enjoyment of and engagement in PE, as well as their self-identities and self-esteem, can be compromised by apprehension towards assessment and grading. These processes seem likely to undermine or even erode the potential sociopsychological benefits of PE for some young people by reinforcing the impression that the subject is fast becoming just one more outcome-oriented subject on an academic treadmill. In this regard, the ascendancy of neo-liberalism – associated with the twin challenges of globalization and European integration – appears to merely reinforce the hegemony of competitive individualism within PE in Norway, as elsewhere.

Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review

Student engagement is an essential indicator of educational quality and an instability behavior influenced by teachers. However, research on how teacher support influences this behavioral outcome in physical education has started late compared to academic settings. Hence, this systematic review aims to examine the empirical literature regarding the relationship between perceived teacher support and student engagement in physical education. This review complied with the PRISMA statement and ultimately found 11 eligible studies through the literature utilizing several databases, namely, Web of Science, SCOPUS, PsycINFO, ERIC, and SPORTDiscus. The results revealed a significant positive relationship between perceived teacher support and multiple dimensions of student engagement in physical education, especially in behavioral and emotional engagement. Mediating effects were found in five studies, and autonomous motivation and psychological need satisfaction were the crucial mediators. Teacher support plays a vital role in positive student–teacher interactions and students demonstrate enhanced engagement in physical education learning when teachers provide autonomy, competence, and emotional support. This study has great significance for developing instructional strategies to improve the sustainability of student engagement in physical education and also provides insight for researchers exploring options for optimizing motivational teaching styles to promote the development of sustainable teaching practices.

Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol.

Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus control group). SDT-based motivational strategies will be carried out and co-created with PE teachers to increase motivation and out-of-school PA levels. Data collection will be conducted three times: before the intervention, after the intervention (four months after baseline) and at the end of the intervention (retention measurement, seven months after baseline). The measures will assess perceived teacher support for PA, motivation towards PA, intention to be physically active, PA levels, engagement in PE and academic performance. Overall, this intervention programme is expected to increase students' autonomous motivation for PA and their PA levels in their free time. This intervention might encourage teachers to establish strategies and resources to increase their students' adaptive outcomes.

Influence of Gender Stereotype on Participation in Physical Education Class of High School Students

Some researchers have discovered that gender stereotypes in physical education courses have a significant impact on the course participation rates of high school students; however, the formation mechanisms and influencing factors that are behind them still lack a unified explanation. Gender stereotypes in physical education courses have become one of the most important topics of research in recent years. As a result, the purpose of this paper is to investigate the impact that gender stereotypes have on the level of participation that high school students have in physical education classes. For this purpose, this paper undertakes a case study and gathers information from the curriculum, family, society, and schools that may have an impact on how many boys and girls choose to participate in physical education in high school, respectively. According to the findings of the study, male and female high school students physical education (PE) self-perceptions as well as their engagement in PE were influenced by gender stereotypes in PE. The number of females who participated in physical education was often far smaller than the number of males who did so, and many people had the impression that boys dominated the field. In light of this, eradicating gender stereotypes in sports will make it possible to make better use of the athletic interests and abilities of both young men and young women.

THE ROLE OF SPORTS AND PHYSICAL EDUCATION IN BODY IMAGE FORMATION IN PRIMARY SCHOOL CHILDREN

Body image, defined as one’s self-awareness, encompasses the mental image and subjective experience of one’s personality. This research aimed to explore primary school students’ body image, considering their engagement in physical education and sports. Conducted at Primary School “17. Oc- tober” in Jagodina, the study involved 172 students from fifth to eighth grade during the first semester of the 2023/2024 school year. The questionnaire consisted of 13 items ‒ 10 statements with a rating scale from 1 to 5 (1 ‒ I do not agree, 2 ‒ I somewhat agree, 3 ‒ I slightly agree, 4 ‒ I mostly agree, and 5 ‒ I strongly agree) and two open-ended questions. The findings revealed that students had not fully developed their self-concept and often perceive themselves through physical flaws such as pimples, thin or thick legs, and big noses. The research indicated that students engaged in sports displayed greater satisfaction with their external appearance, felt more secure among peers, and expressed contentment with their bodies. Regular training correlated with improved psychological well-being, resulting in more stable reactions in conflict situations. Students embraced sports as an integral part of their free time. Notably, the study established that sports and physical education developed a healthy body image, which affected students’ self-esteem. A preference for team sports indicated successful socialization in primary school students. The decline in interest in Physical education classes among children raised concerns, prompting the Ministries of Health, Education, and Sports to start the project entitled “Every child has the right to grow up healthy” as an initial step in promoting sports.

Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods

Young people with disabilities (PWD) have increasingly become part of complex and important conversations surrounding their experiences and engagement in physical education (PE) and sport. Despite more young voices being heard, scant attention has been given to why we are listening, who we are listening to, and how we are listening. In this scoping review, we focus on the methodologies and methods used when researching the perspectives young PWD hold of PE and sport. Through searching Google Scholar, PE and sport journals, and citations and references of relevant research studies, we retrieved 52 empirical publications and information was extracted on their aims, country of origin, context and participants, research design, data sources, analytical, theoretical and conceptual frameworks, and key findings and recommendations. By reviewing methodologies and methods, we were able to identify that: authors often justified their work as ‘filling a gap’; varied, and often minimal, participant information was provided; and finally, data generation methods were at times exclusionary and/or not sensitive to disability research contexts. Moving forward, we first recommend that careful consideration is given to why research is being done beyond contributing knowledge to the field. Second, detailed information must be provided about participants to have a clearer picture about who has and has not been included in research so that findings can be contextualised. Finally, greater attention must be given to alternative and inclusive data generation methods to engage more diverse young people, specifically those with high support needs, in research about PE and youth sport.

Gamification in a Virtual Ecology (GIVE): Enhancing Classroom Engagement in Physical Education among Senior High School Students

The study was geared toward determining the influence of integrating Gamification in a Virtual Ecology (GIVE) in enhancing classroom engagement in physical education among senior high school students in a state university in Pampanga, Philippines. This qualitative-descriptive study included a complete enumeration of the Grade 12 Technical-Vocational-Livelihood (TVL) students who voluntarily participated in this qualitative investigation (n = 58) by responding to open-ended questions. Results of the open-ended questionnaire decipher the influence of gamification on students’ level of engagement and the barriers encountered upon its inclusion. The study utilized Braun and Clarke's Thematic Analysis strategy, which was aided by computer-assisted qualitative analysis software, MAXQDA Analytics Pro 2022. The study revealed two emerging themes that described the influence of gamification in the students' virtual ecology, namely: (1) the effects of the integration of gamified instruction on students’ engagement; and (2) students' problems in using gamified instruction. The findings of this study may predate the institutionalization of the prospective enhancement of the teacher’s capabilities through the aid of gamification to improve the classroom engagement of the students in a virtual ecology towards a better understanding of the lessons in physical education settings.

Weight self-stigma and engagement among obese students in a physical education class

This is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes. This study includes 165 Chinese high school obese students [mean age, 16.84 (±0.147) years], comprising 93 males (56.63%) and 72 females (43.63%), with a mean body mass index (BMI) of 30.453 (SD = 2.426). Participants completed the weight self-stigma questionnaire, basic psychological need satisfaction questionnaire, teacher autonomy support questionnaire, and student engagement questionnaire. Weight self-stigma and engagement among obese students were mediated by basic psychological need satisfaction. Moreover, the mediated effect of basic psychological need satisfaction was moderated by teacher autonomy support. Weight self-stigma and basic psychological need satisfaction are the antecedents influencing the engagement of obese students. Notably, weight self-stigma not only directly blocks the engagement of obese students but also their engagement by hindering the acquisition of basic psychological need satisfaction. Teacher autonomy support can significantly reduce the negative impact of weight self-stigma on basic psychological need satisfaction and significantly promote engagement. Therefore, by promoting their physical education engagement, physical education teachers should strengthen the application of their supportive autonomous teaching strategies to help obese students meet their basic psychological needs.

온라인 학교스포츠클럽대회 참여가 중학생의 그릿(Grit) 및 수업참여태도에 미치는 영향

Purpose: The purpose of this study is to find a solution is a strategy of physical activities improvement to the problems faced by middle school students due to COVID-19.BR Method: To achieve the purpose of this study, middle school students in Seoul were selected to answer the survey through the online. Among the 113 questionnaires collected, the study results were analyzed for 102 samples except for 11 questionnaires that were duplicated or responded unfaithfully. The questionnaire for this study was based on a previous study that validated Grit and engagement in physical education class, and it was modified for the purpose of this study. The collected data were processed through the SPSS statistical program, and analyzed for the relationship among the variables using one-way ANOVA, multiple regression analysis and correlation analysis.BR Results: First, the grit of middle school students indicated a significant difference according to the period of participation in the online school sports club. Second, the engagement of middle school students in physical education class indicated a significant difference according to the period of participation in the online school sports club. Third, it was found that the perseverance of effort factor of students who participated in an online school sports club had a significant effect on all sub-factors of engagement in physical education class. However, consistency of interest factor didn’t have a significant effect on engagement in physical education class.BR Conclusion: Comprehensive results of this study show that participation in an online school sport club has a positive effect on middle school students’ grades and engagement in physical education class, and there is a correlation between the sub-factors.

Perceived teacher’s support and engagement among students with obesity in physical education: The mediating role of basic psychological needs and autonomous motivation

ABSTRACT Grounded in self-determination theory, this cross-sectional study aims to explore the multiple mediating roles of perceived teachers’ support for students with obesity and their engagement in physical education. The study included 322 Chinese high school students with obesity (mean age, 16.84 [±0.147] years; 219 [68%] male, 103 [32%] female). Mplus 8.3 software was used to test the multiple mediating effects. After controlling for grade and gender, teacher support was found to neither directly affect students’ engagement nor directly stimulate their autonomous motivation; however, it could affect their engagement through the two pathways of 1) basic psychological needs and 2) the chain mediation of basic psychological needs and autonomous motivation. Results suggest that not all teacher support, but only teacher support meeting students’ basic psychological needs, can promote engagement in PE by students with obesity. Future research should explore strategies according to the physical and mental characteristics of students with obesity, to enrich and innovate the theoretical system of teacher support in physical education. Furthermore, teacher support interventions to promote engagement among students with obesity should be developed.

체육수업에서 지각된 교수행동이 중학생의 동기조절과 과제참여에 미치는 효과

Objectives This study investigated the relationships among perceived teaching behaviors, satisfaction and frustration of the psychological needs, motivational regulation, and task engagement in physical education class within Basic Need Theory (Deci & Ryan, 2000). Methods Participants were 485 students (321 males, 164 females) from three middle school in Korea. They completed a set of questionnaires measuring teaching behaviors, need satisfaction-frustration, motivation, and task engagement in physical education. Structural equation modeling and multi-group analysis were conducted for testing the hypotheses. Results The results of structural equation modeling revealed that students’ satisfaction and frustration of the psychological needs and autonomous-controlled regulation positively mediated the relationship between teachers’ need supportive behavior and task engagement in physical education class. Also students’ satisfaction and frustration of the psychological needs and autonomous-controlled regulation negatively mediated the relationship between teachers’ need controlling behavior and task engagement in physical education class. The effects of teachers’ need supportive and controlling teaching behaviors on task engagement in physical education class via students’ satisfaction and frustration of the psychological needs and autonomous-controlled regulation were invariant across male and female groups. Conclusions Findings revealed that teachers’ need-supportive teaching behavior is more important for students’ task engagement behaviors in the fulfillment of their basic psychological needs in physical education class.