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Although students' perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students' perceptions of PE effect students' perceived learning in PE. Therefore, the aim was to develop a scale to assess students' perceived learning and a measurement to assess students' perceived contentment in PE, and furthermore, to analyze the interrelationship between students' perceived learning and students' perceived contentment in PE. A total of 1203 students in Sweden who were aged 12-16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the onedimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students' perceived learning.

Students' perceived learning in physical education (PE) is an important yet neglected area of research. Increased knowledge about students' perceived learning can provide teachers with useful information to promote meaningful learning experiences in PE. Moreover, perceived learning can potentially be an alternative measurement to school grades when analyzing equality of outcome. Given that gender and migration background are associated with equality issues in PE, these groups are of particular focus in this study. With this background, the aim of this paper is threefold: (a) to explore students' perceived learning in PE in Sweden, (b) to analyze what perceptions of PE are most prominent, and (c) present a way to quantitatively illustrate how perceptions about PE vary across gender and migration background. The analysis was based on a question about students' perceived learning and was conducted in two steps. First, the students' answers were categorized using qualitative content analysis. The analysis shows that the perceived learning in PE can be categorized into the following categories: 'Physical doing', 'Emotional experiences', 'Health', 'Do not learn', 'Outdoor Education' and 'Social interaction'. Second, by quantitatively illustrate all answers in relation to the six categories, the result showed that the category of 'Physical doing' (36%) was the most prominent, and thereafter, in descending order are the categories of 'Emotional experiences' (22%), 'Health' (18%), 'Do not learn' (10%), 'Outdoor Education' (10%) and 'Social interaction' (4%). The results also showed that regardless of gender and migration background, students have somewhat similar perceptions of what they learn in PE. In this study we: (i) present a categorization of students' perceived learning in PE, (ii) show that physical doing is a prominent aspect in students answers, lastly (iii) by quantitatively illustrate students' perceived learning in PE, this study also suggest an alternative measurement to analyze equality in PE.

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.

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