Physical Education Enjoyment Research Articles

UbD를 적용한 체육수업이 초등학생의 체육수업인지도, 체육수업몰입, 체육수업 재미거리에 미치는 효과

The purpose of this study is to verify the effects, caused by UbD on the Cognition of Physical Education and Flow and Enjoyment of elementary School Physical Education Class. 24 Experimental group and 24 Control group Students responds on the scales to measure a cognition of physical education and Flow and Source of Enjoyment in physical education. This study used PCA, reliability analysis, T-test, Repeated Measures ANOVA analysis by SPSS 26.0 and Jamovi 2.0. Based on the research methods and procedures, the follwing results have been derived. Firstly, The experimental group’s improvement was much greater than that of the control group’s in all Cognition of physical education. Secondly, Flow in Physical Education class for experimental group had a significantly effect on self-fulfilling experience, integration of process and behavior-awareness concurrence. Thirdly, Source of Enjoyment in physical education for experimental group had a significantly effect on Keeping health in physical & Psychological aspect, sociality promotion, free to class and achievement through the competition. In addtion, interaction effect was found in the cognitive domain, which is a sub-factor in Cognition of physical education.<BR>In conclusion, the physical education class to which Ubd is applied has an effect on Cognition of Physical Education and Flow and Source of Enjoyment in Physical Education class.

Examining high school student perceptions of physical education

The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers’ actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students’ personal interests, can help to develop positive student perceptions of PE and increase students’ participation in PA.

Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation

Purpose: This study examined the associations between physical activity enjoyment and physical education enjoyment with segmented physical activity in children. Method: Using student-level data from the School Wellness Integration Targeting Child Health project (N = 1,986), the Youth Activity Profile (YAP) assessed physical activity before school, during physical education, recess, after school, and evening. Segmented YAP scores were regressed onto two enjoyment variables using a seemingly unrelated regression system. Results: Physical activity enjoyment and physical education enjoyment significantly associated with YAP scores during all segments, but physical education enjoyment showed stronger associations during physical education. Older students had higher physical activity before school and in the evening, and physical education enjoyment was more influential for females before school. Conclusion: This study supports tenets of the trans-contextual model of motivation. Improving both physical activity and physical education enjoyment may yield improvements in physical activity behaviors during physical education and all other day segments.

The adolescent’s perceptions and reasons for enjoyment at physical education classes in four elementary Brazilian schools

Background: This study aimed to describe adolescents’ positive and negative perceptions and reasons for enjoyment in physical education (PE) in four schools, and to identify adolescents’ opinions about possible improvements in PE classes. Material and Methods: This is a descriptive cross-sectional study, with a qualitative approach. The sample was composed of 240 girls and 230 boys, aged between 11 and 17 years according to exhaustion criteria, which is a requirement for the analyses of content. Perceptions and reasons for enjoyment in PE were evaluated according to three open questions. Analysis of content was applied. Results: There were different positive perceptions between schools related to sports enjoyment. Negative perceptions were mainly related to the teacher–student relationship, not having PE, and teachers’ work methodologies. Suggestions were focused on diversifying specific physical activities, exercises, and sports. Conclusions: Adolescents enjoy PE due to fun, learning, liking physical activity practice, exercise, and sports. Negative perceptions were related to the difficulty with the teacher and not having PE classes. Adolescents suggest that they would like to have a wide variety of types of physical activity, physical exercise, and sport modalities.

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M = 11.26[0.32]; nfemales = 194; nmales = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β = 0.29) and MVPA in PE (β = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β = 0.23), and identified regulation (β = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β = −0.12; T2: β = −0.14), whereas the relationship was inverted in motor coordination (T1: β = 0.13; T2: β = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

Having a Positive Relationship to Physical Activity: Basic Psychological Need Satisfaction and Age as Predictors for Students' Enjoyment in Physical Education.

Physical activity is fundamental to prevent common illnesses in youth and research shows that students who perceive enjoyment in physical education (PE) have a more physically active lifestyle. This study aims to identify psychological antecedents of student enjoyment in PE. We addressed this by assessing aspects of self-determination theory (SDT), including the extent of autonomy-supportive teaching in PE (reported by teachers), the satisfaction of students’ basic psychological needs, and student age (reported by students), via questionnaires. Correlational and multiple linear regression analyses of the collected data of N = 170 students (M = 14.3 ± 2.20, 10–19 years of age) and N = 10 teachers show that autonomy support is related to autonomy satisfaction in students (r = 0.20, p < 0.01). In turn, student perception of autonomy correlates with competence (r = 0.64, p < 0.001) and belonging (r = 0.37, p < 0.001). All three basic psychological needs predict enjoyment in PE (F(1, 163) = 19.59, R2 = 0.68, p < 0.01). Additional analyses show that higher student age predicts a decrease in enjoyment (ΔR2 = 0.04, B = −0.73, β = −0.21, p < 0.01). Thus, student enjoyment in PE, as a foundation for a physically active lifestyle, can help to prevent common illnesses by satisfying basic psychological needs in PE.

Predictive Strength of Physical Education-Centered Physical Literacy Indicators on Physical Activity

This study examined the predictive strength of selected physical education (PE)-centered physical literacy indicators on elementary school students’ accelerometer-measured moderate to vigorous intensity physical activity (PA). The study was a cross-sectional study with a sample of 450 Finnish children (M = 11.26 [0.32]; nfemales = 194; nmales = 256). Data on a set of predictor variables (motor competence, in-class PE moderate- to vigorous-intensity PA [MVPA], health-related fitness, and PE motivation and enjoyment) and total MVPA as a single outcome variable were collected. The entire model explained almost 30% of MVPA (R2adj = .298). Cardiorespiratory endurance (β = 0.42, 95% confidence interval [0.22, 0.62], p &lt; .001) and MVPA in PE (β = 0.27, 95% confidence interval [0.09, 0.44], p = .004) were statistically significant predictors of MVPA. It can be concluded that, of all included variables, cardiorespiratory endurance and MVPA in PE were the most important factors contributing to healthy levels of total MVPA in childhood.

Exploring activity levels in physical education lessons in the UK: a cross-sectional examination of activity types and fitness levels

ObjectivesTo establish pupil fitness levels, and the relationship to global norms and physical education (PE) enjoyment. To measure and describe physical activity (PA) levels during secondary school PE lessons, in...

Effect of sex, grade and school on enjoyment of physical education

The present study aimed to verify the unique effects of sex, grade and school, as well as interactive effects (sex vs grade), on enjoyment of Physical Education. The sample was composed of 301 students (140 males and 161 females). The Brazilian version of Physical Education Teaching Processes Questionnaire was applied in the classroom. The results generally indicated that sex, grade and school have a unique significant effect in the on enjoyment of Physical Education. Furthermore, interactive effects (sex vs grade) were noticed. Boys who attend less advanced grades tend to report higher levels of enjoyment in school Physical Education. A school Physical Education class that respects the interests and needs of students and which is concerned with motivating its students to succeed in Physical Education at school may encourage them to be physically active outside of school.

A longitudinal examination of enjoyment of physical education in children with developmental coordination disorder through a physical literacy lens

By using children with developmental coordination disorder as a case study, the current study examines how several core domains of physical literacy interact and change over time in relation to enjoyment of physical education. Data from 2278 children (5% identified as probable development coordination disorder) were collected across six time points. Mixed effects models were conducted to examine the changes within and between individuals over time. A three-way interaction between perceived adequacy, time and probable developmental coordination disorder was found and indicated that the largest predictor of enjoyment was perceived adequacy (coefficient = .018, p < .01). The findings highlight the importance of fostering a physical education environment which is non-judgemental, positive, and encourages individual growth, as these are the greatest avenue for improving perceived adequacy and therefore, enjoyment.

Effects of the iPad and mobile application-integrated physical education on children’s physical activity and psychosocial beliefs

ABSTRACT Background: Quality physical education (PE) lessons tap on the four focal areas: curriculum, instruction, policies and environment (National Association for Sport and Physical Education 2013. Quality Physical Education NASPE Resource Brief. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance). One of the approaches to enhance the quality of PE is to use digital technologies, such as the iPad and mobile applications (apps), in the classes to facilitate teachers’ instruction and students’ learning process. Although literature discussing strategies and different types of apps employed in PE classes is available, studies investigating their effectiveness on students’ physical activity (PA) level and their PA-related beliefs are scarce. The national guidelines state that students meet the recommended moderate-to-vigorous PA (MVPA) levels in PE, as children are not sufficiently active in PE classes. Recently, more PE teachers are integrating apps in their classes and, therefore, it is essential to examine whether app-integrated PE is effective in promoting children’s PA and PA-related psychosocial beliefs such as enjoyment and self-efficacy. Purpose: The study examined the short-term (two-week) effects of mobile app-integrated PE classes on children’s PA and their psychosocial beliefs. Methods: A total of 157 fourth and fifth grade children from two elementary schools in the Midwestern U.S. participated in this study in 2016. Four PE classes from one school (n = 77) served as the app-integrated group, while three classes from the comparison school (n = 80) participated as the traditional PE group. Three PE sessions were measured for both schools at baseline and post-test to examine children’s differences in PA levels and psychosocial beliefs. In the app-integrated lessons, teachers used the iPad and mobile apps to instruct during the post-test sessions. Children’s percentages of time spent in sedentary behavior, light PA, and MVPA during PE classes were measured via ActiGraph GTX3+ accelerometers. A battery of validated questionnaires were used to assess the children’s PA-related psychosocial beliefs (i.e. self-efficacy, outcome expectancy, social support, and enjoyment) in PE. Results: The changes in children’s PA were significantly different between the app-integrated and comparison groups in sedentary behavior (F (1,154) = 110.6, p < 0.001, η 2 = 0.42), light PA (F (1,154) = 97.7, p < 0.01, η 2 = 0.39), and MVPA (F (1,154) = 31.4, p < .01, η 2 = 0.17). Children in both groups demonstrated a decrease in their MVPA; however, the decrease in the app-integrated group was significantly greater than that of the comparison group (−1.6%). There were no significant differences in changes of all beliefs between the two groups. Conclusions: The short-term (two-week) app-integrated PE classes was ineffective in reducing children’s sedentary behavior and improving light PA, MVPA, and PA-related beliefs. Teachers are recommended to align the use of iPad and apps with the PE learning goals: selection of apps and pedagogy of app use need to be carefully thought out to prevent compromising children’s PA for the sake of efficient management or emphasis on other learning domains.

Validity and Reliability of Middle School Students Physical Education Enjoyment Constructs

Aim: The purpose of the current research is to determine the reliability and validity values for the Turkish version of the Physical Education (PE) Enjoyment Processes Questionnaire (Hashim, Grove, & Whipp, 2008) in middle school students. Material and Methods: Construct validity was granted using the data comprised of 611 students (Mage= 12.30, SD=1.13) from middle schools via conducting an Exploratory Factor Analysis (EFA). Then Confirmatory Factor Analyses was applied to 299 middle school students (Mage=12.89, SD=1.92). The questionnaire consists of 26 item and 6 subcategories. Items are rated on a 5-point Likert scale. Results: According to the EFA, 5-factor construct that explained 60,81% of the variance were determined. Five teaching processes related to PE enjoyment were named as: PE and teacher generated excitement (7 items), activity generated (6 items), parental involvement (5 items), other referent competency (4 items) and peer interaction (4 items). The Cronbach’s alpha value for the scale was 0.94 and for the factors were 0.87, 0.84, 0.86, 0.80 and 0.77 respectively. The AMOS findings of CFA showed that there is a good fit between the 5-factor construct of the 26-item scale and the observed data (χ2/sd=1.99, RMSEA=0.058, CFI=0.93, IFI=0.93, TLI=0.92, RMR=0.07 and GFI=0.87). Conclusion: The model fit indices and reliability findings showed that the instrument is appropriate for evaluating affective domain in Turkish PE settings among 5 to 8 graders. It is expected that the scale will be helpful in determining what factors affecting middle school students’ activities in physical education and developing strategies to improve these factors.

Physical education and school bullying: a systematic review

ABSTRACTObjectives: To evaluate the associations of physical education (PE) with school violence and bullying. Design: Systematic review.Method: Using a systematic search in Medline, PsycINFO, SPORTDiscus, Web of Science, and Scopus, relevant studies with a quantitative and qualitative design were identified that met previously established eligibility criteria. Quality was assessed (bias risk analysis) and data were extracted from a previously elaborated template.Results: The systematic review finally included 16 studies, of which 10 had a quantitative design (n = 12795), 5 a qualitative design (n = 79) and 1 a mixed design (n = 86). The high heterogeneity presented by the measures used in the included studies hindered the comparison of the outcomes and prevented meta-analysis of the data. Although there is insufficient evidence about the positive impact of PE on bullying prevention, the results of this review indicate that some aspects of PE programs could improve students’ skills to cope with these situations.Conclusions: The results of this review suggest the importance of PE in the prevention of bullying. Secondly, it is emphasized that bullying situations have a negative impact on students’ enjoyment of PE, leading to detrimental consequences for their physical and psychological health. Thirdly, the figure of the PE teacher as a key element to prevent and/or encourage bullying was obvious.

Negative emotions as predictors of behavioral outcomes in middle school physical education

Discrete emotions provide a lens for understanding students’ subjective experiences in physical education (PE). Enjoyment of PE is one discrete emotion that receives a great deal of attention because it promotes students’ interest and engagement. However, the implications of students’ negative emotions toward PE remain less clear. Therefore, the purpose of this study was to examine relationships between students’ negative emotions including shame, boredom, and anger in PE and self-reported disruptive behavior, leisure time moderate-to-vigorous physical activity (MVPA), and sedentary time. Middle school students ( N = 401) completed surveys on all study variables seven weeks apart. Confirmatory factor analysis supported the validity and reliability of students’ reports of negative emotions and behaviors across two time points. A cross-lagged design using structural equation modeling tested relationships between emotions and behavioral outcomes. Shame related to higher reports of future disruptive and sedentary behaviors and lower reports of leisure time MVPA. Boredom also related to lower reports of future leisure time MVPA. Lastly, anger related to higher reports of future disruptive behavior but lower reports of sedentary behavior. Each negative emotion produced unique relationship patterns that generally underscored undesirable student behaviors. Evaluating discrete emotions can highlight information regarding students’ action tendencies. Understanding relationships between negative emotions and their resulting behaviors may help inform interventions and best teacher practices in PE. Overall, physical education teachers need to be aware of students’ negative emotions and make pedagogical and content-related decisions to improve students’ subjective experiences.

The Effects of a 2-Year Middle School Physical Education Program on Physical Activity and Its Determinants.

Purpose: This study examines the effects of the middle school SPARK physical education (PE) curriculum on predisposing, enabling, and reinforcing factors for physical activity (PA) as well as self-reported PA in a predominantly low-income, Latinx student population in Los Angeles, CA. Methods: Data were collected from 3763 students of seventh and eighth grades at 2 time points at the 16 middle schools enrolled in the study. Hierarchical logistic regression models were used to assess intervention effects on PA attitudes, PE enjoyment, FitnessGram passing, daily PA, and muscle-strengthening PA, controlling for demographic variables. Results: Although there was no detectable intervention effect on increasing the number of students exercising 60minutes per day, there was a negative intervention effect detected for muscle-strengthening exercises. A significant positive intervention effect was detected for both PE enjoyment and FitnessGram passing. Deeper analysis of these findings revealed that the positive effect on PE enjoyment occurred only among male students. Conclusion: The SPARK curriculum had mixed effects on students' PA behavior as well as predisposing, enabling, and reinforcing factors for PA. Incorporating student perspectives into the evaluation of intervention efforts to promote PA can facilitate a better understanding of the ways in which these efforts influence PA behaviors and its determinants.

Norwegian youngsters’ perceptions of physical education: exploring the implications for mental health

ABSTRACT Improving young people’s mental health has become a priority for policy-makers in Norway as elsewhere. Although the evidence is limited, physical activity has been identified as having a role in mental health promotion with school physical education (PE) typically being presented as a suitable setting. Few studies, however, have explored young people’s perceptions and experiences of PE and the possible consequences for their mental health – the departure point for this paper. We approach this issue sociologically by focusing on the processes through which PE is enacted. Qualitative data were generated by 31 focus groups involving 148 youngsters from the 10th grade (15–16-year-olds) in eight secondary schools in Norway. The overarching theme to emerge was that PE was valued by the students for what it was not as much as what it was. The appeal of PE often lay in being different and a break from ‘normal’ school lessons and, at the same time, an opportunity for informal social interaction and strengthening social bonds. Enjoyment of PE – even among those with limited sporting competence – was understood as giving rise to cathartic benefits and an antidote to their increasingly academic, routinized and performance-oriented school lives. However, processes relating to the organization, delivery and assessment of lessons meant that these benefits were sometimes compromised for some young people. We conclude that as far as the mental health of young people is concerned, the best justificatory defence for PE becomes physical recreation as a solution to (academic) schooling rather than PE as education.

Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): study protocol for a cluster-randomised trial

BackgroundEarly adolescence is a period of dynamic neurobiological change. Converging lines of research suggest that regular physical activity (PA) and improved aerobic fitness have the potential to stimulate positive brain changes, improve cognitive function and boost academic attainment in this age group, but high-quality studies are needed to substantiate these findings. The primary aim of the Fit to Study trial is to investigate whether short infusions of vigorous PA (VPA) delivered during secondary school physical education (PE) can improve attainment in maths, as described in a protocol published by NatCen Social Research. The present protocol concerns the trial’s secondary outcome measures, which are variables thought to moderate or mediate the relationship between PA and attainment, including the effect of the intervention on cardiorespiratory fitness, cognitive performance, mental health and brain structure and function.MethodThe Fit to Study project is a cluster-randomised controlled trial that includes Year 8 pupils (aged 12–13) from secondary state schools in South/Mid-England. Schools were randomised into an intervention condition in which PE teachers delivered an additional 10 min of VPA per PE lesson for one academic year, or a ‘PE as usual’ control condition. Intervention and control groups were stratified according to whether schools were single-sex or co-educational. Assessments take place at baseline (end of Year 7, aged 11–12) and after 12 months (Year 8). Secondary outcomes are cardiorespiratory fitness, objective PA during PE, cognitive performance and mental health. The study also includes exploratory measures of daytime sleepiness, attitudes towards daily PA and PE enjoyment. A sub-set of pupils from a sub-set of schools will also take part in a brain imaging sub-study, which is embedded in the trial.DiscussionThe Fit to Study trial could advance our understanding of the complex relationships between PA and aerobic fitness, the brain, cognitive performance, mental health and academic attainment during adolescence. Further, it will add to our understanding of whether school PE is an effective setting to increase VPA and fitness, which could inform future PA interventions and education policy.Trial registrationClinicalTrials.gov, NCT03286725. Retrospectively registered on 18 September 2017.ClinicalTrials.gov, NCT03593863. Retrospectively registered on 19 July 2018.

The Patterns of Moderate to Vigorous Physical Activity and Physical Education Enjoyment Through a 2‐Year School‐Based Program

In this study, we examined the development of children's moderate to vigorous physical activity (MVPA) and physical education (PE) enjoyment through the Physical Activity as Civil Skill Program 2012-2014. Participants were 661 (265 intervention, 396 control) elementary school children in central and northeast Finland. The program was implemented across 2 years with 3 measurement phases using self-reported MVPA and PE enjoyment, and accelerometer-determined MVPA of a random subsample (N = 76). The proportion of children meeting the current MVPA guidelines declined from 38% to 22% (intervention) and 14% to 9% (control), whereas PE enjoyment was stable in both groups. Boys were more physically active than girls only within control group children. Teachers' feedback indicated that violence and bullying among intervention students reduced during the program, which can be considered as an additional benefit. It may be that both MVPA and PE enjoyment may require more tailored actions to be increased across a long-term program. It is important to ensure that school-based physical activity programs, especially including transition from elementary to middle school level, provide all children positive experiences, and thus, may improve their motivation, and MVPA participation during school days and leisure time.

Children’s perceptions of factors that influence PE enjoyment: a qualitative investigation

ABSTRACTBackground: Physical education (PE) is a key setting for children to engage in health-enhancing physical activity (PA). Factors influencing PE enjoyment in secondary schools are well researched. Less is known, however, about the factors children in elementary schools perceive to be important in promoting enjoyment, and how the current PE delivery framework in UK primary schools (combining specialist external coaches and generalist teachers) impacts on children’s motivational experiences. According to self-determination theory (SDT), enjoyment of activities is an intrinsic motivator for sustained engagement. Understanding children’s perceptions of PE is therefore critical if PE instructors are to increase enjoyment and the promotion of PA within and beyond PE.Purpose: To investigate children’s perceptions of factors that influence PE enjoyment, and interpret findings in the context of SDT and the promotion of autonomous motivation.Participants: Primary school pupils recruited from a cluster of four schools within a socio-economically deprived area of a large city in the North-West of England.Data collection and analysis: Eight focus groups were conducted with 47 children (23 boys) aged 7–11. Mixed gender focus groups included 4–6 children clustered by school years 3–4 (ages 7–9 years) and 5–6 (ages 9–11 years). Children were asked about their PE experiences and factors that influenced their perceived PE enjoyment. Transcripts were transcribed verbatim and analysed thematically using NVivo10 analysis software.Findings: Factors reported to influence children’s perceived PE enjoyment included (1) individual preferences, (2) peer behaviour, (3) instructor behaviour. Findings were interpreted in relation to SDT, and recommendations are given to help instructors and schools create a PE environment that enhances children’s enjoyment of PE.Conclusions: PE instructors and peers are important in creating an environment that supports children’s psychological needs for autonomy, competence and relatedness, which influence PE enjoyment. To consistently provide children with enjoyable PE lessons, primary schools are advised to support the ongoing development of generalist teachers and facilitate better working relationships between generalist teachers and specialist coaches. SDT can be used by instructors to guide practice that enhances children’s enjoyment of PE.

Examining the Relationship Between High School Physical Education and Fitness Outcomes in College Students

The decline in physical activity (PA) from youth to young adulthood is evident, though limited research has addressed whether specific factors of K–12 physical education (PE) have any influence on outcomes during college years. This study examined the relationship between college students’ physical fitness and PA behavior and their high school PE experiences. College student volunteers (n = 537) completed a fitness assessment examining aerobic endurance, muscular endurance, body composition, and blood glucose and lipids. A survey examined current PA and PE experience in high school (number of semesters, enjoyment, requirements). Analyses were conducted separately for males and females. Pearson correlations examined relationships between fitness, behavioral, and PE outcomes. Differences in behavioral and fitness outcomes were compared with t tests. The final sample was 56.6% male (n = 298) and 43.4% female (n = 227). For males, analyses revealed that PE enjoyment was significantly related to VO2 max, curl-ups, and vigorous physical activity. Number of semesters of PE in high school was negatively associated with triglycerides and total cholesterol and positively associated with moderate physical activity. Those who took PE when it was not required were more vigorously active than those who did not. Males who had a waiver for PE had a lower body fat percentage, performed more curl-ups, and were more vigorously and moderately active compared with those who had no waiver. Number of semesters of PE in high school was negatively associated with triglycerides and total cholesterol. PE enjoyment was positively associated with VO2 max and push-ups. For females, those who took PE when it wasn’t required had a higher VO2 max and vigorous physical activity compared with those who did not. Females with a waiver for PE class had higher triglycerides and total cholesterol compared with those who did not. Females in a coed PE class had a higher BMI and VO2 max compared with those in a combination class. Effective PE programs that encourage participation and educate students on the benefits of physical activity have the capability to establish lifelong healthy and active habits that translate to the college years, and likely beyond. The main findings of this study have the potential to influence the policies regarding PE requirements for school-aged students in all states, such as possibly increasing PE requirements for all grades and discovering certain aspects of PE that could make it more enjoyable for a larger number of students.Subscribe to TPE