High School students’ experiences of being ‘seen’ by their physical education teachers

Lagestad, Pål Arild; Lyngstad, Idar; Bjerke, Øyvind; Ropo, Eero

doi:10.1080/13573322.2019.1567485

Cited by 10 publications

(30 citation statements)

References 12 publications

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“…The interviews indicated that the boys felt that they were seen differently by the PE teacher than when they were in more gender-balanced classes. That the respondents in this study experienced being seen as positive is in agreement with Lagestad et al (2020) . In Lagestad (2017) , a girl who was the only girl in her high school class reported that she was seen by the PE teacher but that she experienced this as negative.…”

Section: Discussionsupporting

confidence: 81%

“…In Lagestad (2017), a girl who was the only girl in her high school class reported that she was seen by the PE teacher but that she experienced this as negative. Another study suggested that having a high activity level, such as our respondents had, was a good means of being noticed by the PE teacher (Lagestad et al, 2020). To this extent, this supports the findings of this study.…”

Section: Easier To Show Offsupporting

confidence: 87%

“…We remarked earlier that boys who found themselves feeling as physically superior experienced that negatively while, at the same time, several of them also said that they liked to be the best in the class as well as liked the attention coming of being physically superior. This finding can be explained by the theory of being seen and the importance of opportunities for students to display their skills in PE ( Lagestad et al, 2020 ). The theory of being seen in PE includes several aspects, but the opportunities for students to display their skills in PE seems especially important here.…”

Section: Discussionmentioning

confidence: 94%

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Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

2021

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A literature search indicates an absence of research into boy’s experiences of physical education (PE) in classes in which there is a significant majority of girls. The aim of the study was to examine how boys in such classes experience their PE lessons. The methodological approach was qualitative, and data were collected with interviews of 13 boys in classes with more than 90% girls at a Norwegian high school. The data were analyzed with QSR NVivo 10 (London), focused on creating categories of meaning, in which students’ experiences were taken as subjectively true. The data are based on subjective constructions, which students constructed as part of their own interpretations and reflections on what had occurred in PE at the school. Results of the study came out in the form of three main findings. Two of those relate to a negative experience and the third to a positive experience of PE. The boys mostly felt that they are physically superior and have to consider the girls. Furthermore, the boys reported little challenge and feelings of mastery while being together with passive girls who are allowed to choose the activities. However, the boys found it easier to show off in front of the teachers and classmates when there were just a few boys in the class. The results are discussed in relation to gender-related theory on how the respondents are producing a traditional male gender in PE through their mastery, strength, and ambition to compete. We suggest a new approach of teaching that is more student-centered. A strategy could be to include other activities than sport-based activities into PE – activities that do not require strength and other athletic skills leading to feelings of hegemonic masculinity. A larger focus on social interactions during PE classes – activities in which students’ sex is not as important as in traditional teacher- and sport-centered PE classes, may be a good strategy.

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Section: Discussionsupporting

confidence: 81%

Section: Easier To Show Offsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 94%

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Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

2021

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“…PA patterns among individuals with ID, but research focusing on attitudes, motivation and experiences of PA and health, and effects of impairment and ableism within individuals with ID is lacking (Apelmo, 2021;Mundhenke et al, 2010). Research (Lagestad et al, 2019) in Scandinavia raise that one of the aims in PE is to educate humans to be healthy and productive citizens, whereas other research (Dowling, 2016) has identified that PE seems to have limited influence on adolescent's time outside school. This actualises the impact of PE and the importance of strengthening the focus on PA also within the lives of young individuals with ID.…”

Section: Introductionmentioning

confidence: 99%

Adolescents with intellectual disability (ID) and their perceptions of, and motivation for, physical activity and organised sports

Hansen

Nordén

Ohlsson

2021

Sport, Education and Society

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Individuals with intellectual disability (ID) are less physically active than individuals without ID, and rarely reach the recommended daily level of physical activity (PA). It is understood that both social interaction and the ability to perform physical work affect participation in daily activity as well as PA. Individuals with ID generally have a higher risk of hypertension and obesity-related cardiovascular diseases than individuals without ID. Professional service providers, teachers and parents are often those being asked about potential challenges related to PA, as it is more seldom that this knowledge comes from the target group (ID) themselves. This identifies a lack of knowledge about PA and sports for individuals with ID. The aim of this study was to identify perceptions of, and motivation for, PA and sports among adolescents with ID. Twelve Swedish male and female adolescents with ID participated in the study, which comprised one semi-structured interview. The interviews identified three main categories: Activity, Surroundings and Body-and health awareness. Adolescents with ID seemed intrinsic motivated to participate in PA, organised sports and activities in general. Support from significant others, teachers, family and friends and support as well as the feeling of joy are connected to normative beliefs which all seem crucial. The participants were aware of their limitations, but sometimes feel bullied and afraid of being excluded, which relates to their normative beliefs. Participation in PA and organised sports may be positively associated with health, but limitations such as lack of awareness and support from society challenge the perception of 'fitting in'. This research has raised the voice of adolescents with ID and identified the need for increased knowledge of their perceptions for a more inclusive world. School PE is an arena where adolescents can still be reached regarding PA and thereby should be prioritised.

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“…The questions used to assess happiness, mastery, well-being and contentment had been specifically developed for PE and PA research, and had been used earlier in the REPAC project (Säfvenbom et al, 2018 ). Whilst these questions are closely connected to these variables, they also connect to self-determination as a theoretical framework based on; basic psychological needs (Vlachopoulos and Michailidou, 2006 ), motivation (Guay et al, 2000 ), belonging (Anderson-Butcher and Conroy, 2002 ) and enthusiasm (Lagestad et al, 2019 ). Each question/statement offered alternative answers on a 1-7 Likert scale.…”

Section: Methodsmentioning

confidence: 99%

Importance of Providing Additional Choices in Relation to Pupils' Happiness, Mastery, Well-Being, Contentment, and Level of Physical Activity in Physical Education

Oldervik

Lagestad

2021

Front. Sports Act. Living

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Previous research points to the importance of providing support to autonomy in PE, because it has a particularly positive effect on motivation in PE. However, previous research has not examined the association between autonomy and the variables; happiness, mastery, well-being, contentment and activity level in PE. This study examined how increased self-determination affects happiness, mastery, well-being, contentment and activity level in PE. The study is an intervention (cross-over study) with one control group (one class) and two intervention groups (two classes), using questionnaires and accelerometers among 88 tenth graders (41 boys and 47 girls). The three classes included approximately the same number of boys and girls. The intervention groups included, respectively, 30 and 29 pupils in each class, and 29 pupils' in the control group. The pupils' experiences of happiness, mastery, well-being, contentment was measured three times–after a month with, respectively, ordinary PE, teacher-directed PE, and self-organized PE (autonomy), and the activity levels (accelerometer) was measured during the 24 lessons that took part in the period of teacher-directed PE and self-organized PE. Factor analysis, repeated measures ANOVA (mixed method ANOVA design) and paired sample t-tests with Bonferroni correction were performed, in order to look at differences in happiness, mastery, well-being, contentment and activity level during periods of; self-determination, teacher-directed PE and ordinary PE. The results show that self-determination in PE gives the pupil a significant increased experience of happiness, well-being and contentment, and also a higher activity level in PE. The results indicate that increased self-determination in PE can positively affect lower secondary school pupils' happiness, well-being, contentment and activity level in PE, and that teachers should strive to encourage self-determination among pupils in PE. Further research should be based on intervention studies studying self-determination over longer continuous period, in classes with both older and younger pupils.

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High School students’ experiences of being ‘seen’ by their physical education teachers

Cited by 10 publications

References 12 publications

Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

Adolescents with intellectual disability (ID) and their perceptions of, and motivation for, physical activity and organised sports

Importance of Providing Additional Choices in Relation to Pupils' Happiness, Mastery, Well-Being, Contentment, and Level of Physical Activity in Physical Education

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