Understanding students’ experiences in a PE, health and well-being context: a self-determination theory perspective

Abstract

Framed by Self-Determination Theory, this investigation explored student experience as they engaged in their Physical Education (PE), Health and Wellbeing curriculum in Scotland for the first time. We aimed to uncover the features of various learning environments that appeared to impact upon student motivation in PE over the period one academic year. We carried out focus group interviews with students from one state secondary school (secondary 1 and 2; ages 12-14) and its feeder primary schools (primary 7; age 11 years) immediately after a selection of PE lessons throughout the year. Furthermore, to provide some additional context for our analysis, the students in each year completed a questionnaire (pre-post) to identify and understand their motivation for PE over time. The results from the interviews indicated that students had a number of positive and negative PE experiences. However, the results from the questionnaire demonstrate that the students' experiences during the first year of this 'new' curriculum had little impact on their motivation for PE. The findings highlight the importance of mixed methods research to provide context-specific account of student experience. This detail may be critical for the development of informed and effective pedagogy that supports student learning, health and wellbeing.

Understanding the interpretation and implementation of social and emotional learning in physical education

“…In fact, a comprehensive approach to SEL implementation may involve all of them. For instance, creating a positive learning environment builds a foundation for pupils to feel safe, included and motivated (Wright & Burton, 2008; Gray et al ., 2018). While the implicit approach alone is insufficient, role modelling and consistent messages about behavioural norms, values and expectations are important in developing SEL instruction and are an important element of the TARE 2.0 observation system (Wright & Craig, 2011).…”

“…models‐based practice), but no specific models or practices are mandated. Although studies have been conducted to understand teacher (Gray et al ., 2012; Maclean et al ., 2015) and pupil (Gray et al ., 2018) perceptions of PE curriculum changes in Scotland, little is known about how teachers plan and develop their pupils’ social and emotional health in the PE context. Education policy often becomes politicalised and is related to prevailing public opinion (DeBray & McGuinn, 2009; Richards, 2015).…”

Relationships Among the Learning Environment and Perceived Personal and Social Responsibility Learning in Physical Education

“…While the student-centered and empowering strategies espoused in the TPSR model and other best practice models (e.g., sport education; Siedentop, Hastie, & van der Mars, 2004) are promoted in Scottish physical education teacher education programs, they are not fully utilized in practice (Gray, Mitchell, Wang, & Robertson, 2018;Gray & Sproule, 2011). This may have to Personal and Social Responsibility 8 do with the influence of the ways in which teachers are socialized into using more traditional, teacher-directed methods than student-centered ones (Richards & Gordon, 2017).…”

Experiences of Preservice and In-Service Teachers in a Comprehensive School Physical Activity Infusion Curriculum

“…PSTs can also be trained on using tenets of SDT to create CSPAP programs for their students that could further propel the motivation of students to participate in physical activity programs. Strategies such as providing choices for activities and groupings for students have been found to motivate students in their participation in PE [46]. Furthermore, providing field experiences early in the PETE program to prepare the PSTs to implement CSPAPs could build their feelings of competence for future implementation [20].…”