Perceptions Of Physical Education Research Articles

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.

Physical Education Teachers’ Experiences in Fitness Testing

Physical fitness evaluation appears to be of low priority to a subset of educators across various sectors in the Philippines. This study explored the experiences of physical education teachers in fitness testing in the Division of Valencia City with the overarching question on the experiences of Physical Education teachers in fitness testing. To answer this question, a case study design was employed. Participants were chosen using the purposeful sampling method. Data were gathered through in-depth interviews and focus group discussion. The data were analyzed using HyperResearch software to determine the codes, categories, and themes. From the participants’ narratives, three themes emerged namely: adhering to prescribed instructional program, instructional obstacles, and coping strategies. The findings also revealed the following categories: setting clear objectives, conduct of warm-up exercises, implementation of relevant innovation, resource constraints, teacher’s pressure and exhaustion, diverse learner’s perception of Physical Education, managing difficulties, resourcefulness, and continuous assessment. Creating a supportive and inclusive environment, aligning testing with educational goals, and addressing challenges through professional development can enhance the overall experience for both teachers and students in terms of fitness testing. Future researchers may conduct a quantitative study among physical education teachers to gain a general perspective about their experiences, challenges, and perceptions regarding fitness testing.

Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( Mage) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

Relationships between pre-service teachers’ self-reported physical activity and their perceptions of physical education in early childhood teacher education

This study aimed to explore the relationships between Finnish early childhood pre-service teachers’ ( N = 274; aged 20–49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime physical education (PE), self-evaluation of the content of their current PE studies, perceived importance of PE, and perceived competencies in PE. The one-way analysis of variance revealed that pre-service teachers with higher self-reported levels of PA reported higher scores for perceived importance of PE in supporting a child's physical functionality ( p = 0.004), and perceived competencies to support a child's PA ( p = 0.017) and teach PE ( p = 0.023). Results of independent sample t-tests indicated that pre-service teachers meeting daily PA guidelines reported higher scores for enjoyment of schooltime PE ( p = 0.001) and perceived competence to teach PE ( p = 0.001). Findings highlighted that pre-service teachers’ self-reported PA was positively related to their perceptions of PE, supporting the recommendation within early childhood teacher education to encourage pre-service teachers to engage in PA.

The Development and Validation of a Scale to Assess Perception of Physical Education Among University Students in China

This study aimed to develop and test a University Students’ Perceptions of Physical Education (PE) Scale. The study was conducted in three phases in a southwestern city in China from December 2021 to October 2022. In Phase 1, an item pool was constructed based on a literature review and semi-structured interviews. In Phase 2, expert evaluations and university student interviews were conducted to evaluate the content validity of the questionnaire. In Phase 3, a cross-sectional study was administered to university students. Composite reliability (CR) and average variance extracted (AVE) for internal consistency and test-retest reliability analyses were calculated for the stability reliability analysis. The validity evaluations included content, construct, and discriminant validity and an invariance test. The developed scale comprises 20 items covering six domains: habituated behavior in physical activity, self-efficacy in PE, attitude and experience in PE, skills and knowledge, classroom climate, and facilities, equipment and norms. Each domain’s CR and AVE values exceeded 0.7 and 0.5, respectively. The statistical indices of the final model were chi-square (χ2) = 458.227, degrees of freedom ( df) = 155, Comparative Fit Index = 0.957, Tucker–Lewis Index = 0.947, standardized root mean square residual = 0.061, and root mean square error of approximation = 0.066, supporting the reliability and viability of the scale. A scientific process was adopted in constructing the University Students’ Perceptions of PE Scale. High validity and reliability scores indicate the suitability of using this scale for further research.

Exploring the Barriers to Physical Education Opportunities in India’s Schools: A Study of Parental Perceptions after the Unprecedented Performance at the Tokyo Olympics

This qualitative study explored parents’ perceptions of physical education (PE) subject following the success of the Indian Olympic team in the Tokyo Olympics. Six focus-group discussions were organized across the Delhi and National Capital Region (NCR) of India. The participants were 24 parents, 13 (54.16%) of whom were males and 11 (45.84%) were females. Data were analyzed using interpretative phenomenological analysis, which revealed five superordinate themes: (1) educating the public, (2) developing a support system, (3) advocating for PE, (4) developing policies and justifications, and (5) leveraging the relationship between the Olympics and PE. This study suggests that the Olympic results should be leveraged to promote PE; however, strategies that will encourage parents to involve themselves formally and effectively in their children’s school PE are needed.

Gender Differences and Inequality? A 20-Year Retrospective Analysis Based on 39,980 Students’ Perceptions of Physical Education in Sweden

Purpose: The aim of this study was to critically examine previous studies’ claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students’ (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures (Cramer’s V, r squared, and Cohen’s d) were calculated for gender differences. Results: In general, there are small gender differences; and after controlling for students’ grade, “sports capital,” and parents’ “educational capital,” the differences are practically irrelevant. Conclusion: This study provides compelling evidence that there are small, or even irrelevant, gender differences in students’ perceptions of PE in Sweden. Moreover, given that previous research asserts that large gender differences can be used as an indicator of inequality, this study suggests that gender inequality issues related to students’ perceptions of PE are relatively small.

Students' Perceptions of Physical Education During the Covid-19 Pandemic at Junior High Schools in North Binjai District in 2020/2021

The purpose of the study was to examine the perceptions of students about how teachers conduct online learning with junior high school students in the district of North Binjai. The study included descriptive statistics. Data was collected from students in grades VII-IX using questionnaires and Google Forms. The subjects used in this study were junior high school students in North Binjai District in 2021, totaling 285 students. Data analysis using descriptive statistical analysis techniques with percentages and knowing the percentage of students filling out questionnaires is something that students need to know about online learning to students. This study aims to determine students' perceptions of Penjaskes online learning during the COVID-19 diSMP pandemic in North Binjai District. The population and sample in this study amounted to 285 students. The percentage of answers from junior high school students in North Binjai district was 73% strongly agreeing, 16% agreeing, 9% disagreeing, and 2% strongly disagreeing. The highest percentage of research results achieved is 73% of students answering "strongly agree," which is still not perfect because the expected value is 100% of students answering "strongly agree," but the goal of not meeting the target is not met. The overall research results in this study have a percentage of 75% in the good category. So it can be concluded from this study that students' perceptions of pen-and-paper online learning during the COVID-19 pandemic in junior high schools in North Binjai Sub-District run as desired.

SINIF ÖĞRETMENLERİNİN BEDEN EĞİTİMİ DERSİ VE OYUN KAVRAMI İLE İLGİLİ ALGILAMALARININ İNCELENMESİ

Classroom teachers are the most important people who lay the foundation for education and prepare students for life during their school years. The curriculum requires that class teachers provide 1 (one) hour of physical activity every weekday as part of physical education and games classes. Our study was conducted with the aim of investigating classroom teachers’ perceptions of physical education and play lessons and the concept of play. The qualitative research method was used for the study. The study group was formed by teachers teaching in Bandırma district in Balikesir province in the school year 2021-2022. In the study, classroom teachers said, “Teaching sports and games... It is like...” and “The game is like... because...” collected through the metaphor form asking them to complete their expressions. The data were analyzed using the content analysis method. As a result of the analysis, 53 metaphors for physical education and play and 41 metaphors for the concept of play were produced. In the study of metaphors used by classroom teachers for the perception of physical education and play, the factors of “expectation and desire”, “rule”, “health, entertainment and comfort”, “physical agility”, “freedom” and “basic life” were categorized into themes. When metaphors for play perceptions were examined, they were categorized into themes such as “recreation factor,” “education factor,” “life/basic life factor,” “freedom factor,” “comfort factor,” and “health factor.” The study found that positive metaphors emerged when examining physical education and play metaphors and teachers’ concept of play.

A sudden shift: Students' perception of distance and online education in physical education amidst COVID-19 Pandemic

Students' perception is critical because it provides essential information about the current benefits and challenges they are experiencing in the distance and online education setting. This study explores students' perception of physical education regarding the current educational environment in respect to gender, family accommodation, income, gadget, and source of internet connection. 262 1st year students taking minor PE are the participants in this study. Descriptive statistics such as frequency and percentage were utilized to describe the demographic characteristics of the respondents. At the same time, mean and standard deviation were used to describe students' attitudes towards distance and online education. Also, One-way ANOVA, Mann-Whitney U, and Kruskal Wallis H were utilized to determine the significant difference between groups regarding their perspective in the current educational setting. Based on the results, a statistically significant difference was found between groups concerning family accommodation. On the other hand, no difference was observed between groups of gender, income, gadget, and source of internet connection. In summary, most of the students positively perceived this current setting as beneficial to them. However, there are still challenges that pose threats to this current system. In this regard, the recommendation to address the challenges observed based on study findings and recommendations for future research is a result of this.

Tracking Student Outcomes Through Instructional Choices in Physical Education

This study used self-determination theory to provide a better understanding of learner motivation in a physical education program. Students participated in a sports unit with choice in activities, equipment, partners, and competition as opposed to a traditional teacher-led activity unit. The objective was to determine differences in motivation and perceptions of physical education in grade school children. An alternating treatment design was used in which students experienced both a teacher-led unit and a student choice–driven sports unit. Fifty fifth-grade students from a suburban school in the Western United States participated in this study. Students were assessed through a number of parameters: physical activity enjoyment, situational motivation, fourth- and fifth-grade student attitudes toward physical education, pedometer readings, and interviews. This study used t tests and repeated-measures analyses of variance to explore differences based on condition (i.e., choices and/or teacher led) and gender, as well as common comparisons (i.e., trustworthiness measures) for the interview data. Students displayed significantly higher enjoyment ratings when they had the choice condition second (from the alternating treatment design), immediately before posttests, and boys rated enjoyment of physical education significantly higher than did girls. In another measure, the group with choices of the hockey unit was predominantly more active in the sport than those participating in the teacher-led activity. The interview themes elicited the following responses: (a) students expressed a desire for instructional choices, but not in team selections; (b) students loved sports, but they also wanted more fitness; and (c) students identified and valued instructional choices. The findings suggest that competence plays a critical role in physical education, and when students can choose the level of competition and play in small group games, they feel more competent, play more, and have higher enjoyment ratings within the physical education program.

Effect of Parental Involvement on Perceptions of Physical Education

This study sought to address the large gap in the literature regarding parents’ roles and views about physical education programs. Guided by Epstein’s model of parental involvement, this study investigated the effect of increased parental involvement in a child’s physical education program on parents’ perceptions of that program. Participants included 31 parents (28 female, 3 male) of students enrolled in fifth- through eighth-grade physical education classes at a school in the Southwestern United States. The design employed was a pre–post mixed-methods design. Over 6 weeks, the physical education teacher increased communication with parents through twice-weekly newsletters, weekly emails, family homework assignments, and family physical activities. Parents completed three validated surveys and open-ended questions, while the teacher kept field notes across the intervention. Parents increased their positive views of physical education, communication with teachers, and ideas about the importance of the field as well as their perceptions of their connections with physical education and ability to support their students in developing healthy lifestyle behaviors. Four themes emerged from the data including (a) lifetime physical activity, (b) socialization, (c) immediate benefits of physical education, and (d) parental support. The results of this study suggest that regular, open parent–teacher communication regarding physical education programming plays an important role in promoting the field. Extra effort by teachers in facilitating opportunities for parental engagement led to more positive perceptions and value of the physical education program by parents. This investment of teacher time is essential for maintaining positive parents’ and students’ perceptions of quality physical education programming and creating more partners and advocates for the field.

Perceptions of physical education students and teachers on physical education learning

Teachers are required to be aware of their students' perceptions of physical education in addition to their own perceptions of the subject's current teaching experience. The qualitative approach is the approach used in this study with the constant comparison method by coding, categorizing, and finding themes in the interview transcripts. The results of this study were designed to find out students' perceptions of physical education and teaching difficulties in 63 elementary schools in Yogyakarta, Indonesia. A cross-sectional sample included 127 students (1st to 3rd graders of the elementary schools) and their physical education teachers (n = 68). Most students agreed they like sports or physical activities (95.6%). Few students like game-based physical education activities (18.89%). Most teachers showed great perception toward multilateral movement (70.58%). Students preferred to learn physical education through games and that they believed learning the subject has brought many benefits such as having a stronger and healthier body and increasing their motivation to be an outstanding athlete. Teachers had learned multilateral movement but they were still limited by their low capacity to create engaging learning experiences and manage students in the learning processes

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.

Persepsi Siswa terhadap Pembelajaran Pendidikan Jasmani Olahraga dan Kesehatan di SMA Negeri 1 Simpang Empat

The narrow perception of physical education causes the goals of education contained therein to not achieve goals. Perceptions of each individual will be different and influenced by factors, this basis makes researchers interested in knowing the perceptions of students in SMA Negeri 1 Simpang Empat on physical subjects. The purpose of this study was to analyze students' perceptions of learning physical education, sports and health at SMA Negeri 1 Simpang Empat. This study used a survey method, the population was 42 students of class X and XI. Data collection techniques using questionnaires and google forms as a tool. Data analysis with Correlation Product Moment and SPSS 20. The results showed the perceptions of students in class X and XI at SMA Negeri 1 Simpang Empat with 42 respondents that the students' perceptions in participating in learning physical sports and health were included in the good category as many as 26 people. or 61.90%, the very good category was 9 people or 21.43%, the moderate category was 7 people or 16.67%. External factors and internal factors play an important role in shaping the perceptions of students following physical learning at school.

Parent Perceptions of a College Physical Education Program for Homeschool Students

Although the number of homeschool students in the United States has increased to approximately 2 million K–12 students as of spring 2010, there has been limited research on homeschool families and physical education. In particular, investigations of parent perceptions of homeschool physical education programs are lacking. The purpose of this study was to examine the parent perceptions of a college physical education program for homeschool children. Participants included 11 female parents of a child or children enrolled in the homeschool physical education program for 6 weeks. Data were collected through focus group interviews with the 11 parents placed in one of three groups based on the age of their participant(s). In addition, observational field notes were taken before, during, and after each homeschool physical education session. Data were inductively analyzed for themes through constant comparison of raw data. Methodological and investigator triangulation and member checking were utilized and supported trustworthiness. Five main themes emerged from the data from the parent perceptions of physical education and benefits of participating in physical education. For physical education, homeschool parents described a developmentally appropriate curriculum. Further, the theme of negative physical education experiences describes poor physical activity experiences that have influenced parent perceptions of physical education. Homeschool parents recognized multiple benefits of physical education in relation to their children and to the family. At the student participation level, the theme of affective learning describes the social-emotional development experienced by the homeschool children through the physical education program. The theme of student exposure describes other participant benefits of a physical education program. Finally, the theme of impact on family describes the benefits associated with physical education taking place outside of the college physical education program.

‘The teacher makes us feel like we are a family’: students from refugee backgrounds’ perceptions of physical education in Swedish schools

ABSTRACT Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE). Purpose: The aim of this study was to investigate refugee-background students’ perceptions of PE in Swedish high schools, using a salutogenic approach. Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16–18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and Albania. Data collection/analysis: A total of 11 semi-structured interviews were conducted, and the interviews were systematically coded and analyzed using the sense of coherence (SOC) components as analytical tools. Findings: Three themes were identified that captured the students’ perceptions and experiences: (1) PE was perceived as more meaningful in Sweden than in their country of origin due to short-term benefits (e.g. social interaction with friends, and improving personal health and wellbeing) and long-term benefits (e.g. learning for the future); (2) understanding the rules and purpose of the activities helped students to better comprehend the experiences acquired in PE and communicate with others; and (3) constructive social relationships with teachers and classmates were an essential resource in order to make PE manageable. Implications: We suggest that strengths-based approaches should be recognized and incorporated into PE in order to facilitate health promoting factors and wellbeing among students from refugee backgrounds.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease.Methods: Twenty-six focus group interviews (studentsN = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade.Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”).Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

Indian children’s perception of physical education and sports in school

Indian children’s perception of physical education and sports in school

Effects of an in-service training and support programme on teachers' perceptions of physical education and their teaching effectiveness

Although the health benefits of Physical Education (PE) are well-recognised, the subject faces several implementation challenges in South Africa, of which the lack of qualified PE teachers is one. Within the framework of the Self-determination Theory (SDT), in-service training can enhance PE teachers’ motivation and perceptions of PE, if the basic psychological needs of autonomy, competence and relatedness are addressed. The purpose of this study was to determine the effect of an in-service training and support programme, based on the principles of the SDT, on teachers’ perceptions of PE and their teaching effectiveness. Based on qualitative methodology, eight purposively-chosen participants in a five-day PE teacher training course, followed by a fourmonth support programme, were individually interviewed. The findings showed that the participants felt that their knowledge and understanding of PE had been enhanced and that they were more efficient in applying different organisational, assessment and teaching strategies in the PE class, even in the face of challenges like large classes, limited time and a lack of equipment. The activity ideas and the support provided by co-participants and instructors, were highlighted as positive influences. It was concluded that PE in-service training and support programmes which address the basic psychological needs of the participants within the SDT framework, can have a positive effect on teachers’ perceptions of PE and on their teaching effectiveness, thereby contributing to the enhancement of PE in South Africa.