Negative Experiences in Physical Education and Sport: How Much Do They Affect Physical Activity Participation Later in Life?

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

“…However, research also shows that students experience barriers to participating in PE, such as peer pressure and boys' dominance, and have negative feelings towards participation [11,12]. Internationally, and including Norway, PE is stated to be too dominated by sports-like activities [13][14][15], and that boys and students who conduct sport outside schools benefit most from the subject [16][17][18][19][20][21][22][23].…”

Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration

“…A systematic review found strong evidence for the effectiveness of school-based PE in increasing levels of physical activity and improving physical fitness in children and adolescents (Kahn et al 2002). However, recent studies have also revealed that students who have negative experiences in school-based PE and athletics may demonstrate a significant reduction in physical activity later in their lives (Cardinal, Yan, & Cardinal, 2013). Therefore, in order for teachers to successfully facilitate student engagement in PE, and encourage the internalization of physical activity behaviors associated with lifelong health, it is vital that they not only focus on improving skill mastery and physical fitness, but also pay attention to the subjective experiences of their students during each lesson.…”

“…However, the small body of work which has incorporated measures of controlling teaching has focused primarily on its detrimental impact on student motivation. It is also important to explore the way in which autonomy-supportive and controlling interpersonal styles are associated with students' subjective well-and ill-being experiences (Cardinal et al, 2013).…”

Going further than the ‘Daily Mile’

“…Low levels of participation after leaving primary school are often due to negative experiences of primary school sport and physical activity, particularly in girls 6 . Reasons cited for children and young 3 people not wanting to participate in physical activity in primary school include getting cold and wet 7 , and boredom; 8 both commensurate with a compulsory year-round outdoor run in school uniform.…”