‘Who is zooming who’? A study of young PE-students in their figurations

Nielsen, Stine Frydendal; Thing, Lone Friis

doi:10.1080/13573322.2017.1415877

Cited by 8 publications

(4 citation statements)

References 34 publications

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“…Students perceive stressors related to the social environment much more intensely than teachers do. This is an interesting finding, which supports the notion that relationships and the need to belong in a group are most important for understanding the motivational climate and enjoyment in PE (Jaakkola et al, 2017 ; Nielsen and Thing, 2019 ). Moreover, the relation between the difficulty perceiving students' experiences and the teachers' concern with broader themes is unclear.…”

Section: Discussionsupporting

confidence: 76%

“…Students have difficulties understanding the tacit messages and hidden meanings that are conveyed through their group relations and interactions (Munk and Agergaard, 2018 ). According to Nielsen and Thing (Nielsen and Thing, 2019 ), belonging to a group is a dynamic process. Students seemed to have a need for inclusion and a “we–I” balance were they constantly negotiated their belonging and concerning about how they present themselves.…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Åsebø

Løvoll

Krumsvik

2020

Front. Sports Act. Living

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Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Norway. Research Design: This qualitative case study used data generated from descriptive field notes from participant observations in PE lessons, formal interviews and informal conversations with PE teachers, focus group and individual interviews with students, and a supplementary survey using the TurningPoint student response system. Conversations were transcribed verbatim and analyzed using reflexive thematic analysis (Braun and Clarke, 2006; Tolmie et al., 2011; Braun et al., 2019) and the NVivo 12 Pro analysis software. The survey was analyzed using IBM SPSS Statistics 21. Findings: This study supports and expands previous research exploring students' stressors in PE and highlights the volume and variety of potential stressors in PE contexts. The findings shed light on certain similarities and differences that may exist between students of different genders and grades and with different past physical activity experiences. In the present study, spectators, in addition to difficult tasks and low self-efficacy, seemed particularly stressful for girls. This article presents nuances revealed by various qualitative approaches and a supplementary survey. Conclusion: Students in this study experience a multitude of stressors during PE lessons. These include stressors in the teaching, physical, and social environments, as well as personal factors. The stressors experienced depend on the situation, the lesson content, the parties involved, students' past experiences, and their appraisal of these stressors. In our sample, girls seemed to be more vulnerable to contextual stressors in PE than boys.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Åsebø

Løvoll

Krumsvik

2020

Front. Sports Act. Living

View full text Add to dashboard Cite

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“…Studies of othering in PE and sport have characteristically focused upon particular othered identities such as sexuality and gender (Flintoff and Scraton, 2001; Scraton, 1992, 2018; Sykes, 2011), ethnicity (Fitzpatrick, 2013), ‘fatness’ (O’Brien et al, 2007; Wright, 2009) – as well as the intersections between these (see e.g. Azzarito and Solomon, 2005; Flintoff et al, 2008; Thorjussen and Sisjord, 2018) – and the role of PE in sustaining and perpetuating othering processes in relation to inclusion (Nielsen and Thing, 2019). More recently, research has highlighted the place of ‘emotional affiliation’ in the learning process in PE.…”

Section: Judging Evaluating and Otheringmentioning

confidence: 99%

‘Even if you don’t care…you do care after all’: ‘Othering’ and physical education in Norway

Røset

Green

Thurston

2020

European Physical Education Review

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In the past decade or more, improving young people’s mental health has been identified as a priority for policy-makers in many countries, including Norway. Physical education, as a setting for physical activity, is increasingly viewed as having a potentially significant role to play in addressing mental health among the young. This paper reports the findings from a study of 148 Norwegian youngsters (68 girls and 80 boys) from the 10th grade (15–16 years old) in eight secondary schools in Norway in 2017. It explores Norwegian youngsters’ experiences of physical education in relation to aspects of their mental health – specifically, being judged and, by extension, ‘othered’. The findings suggest that physical education may undoubtedly serve to generate positive feelings associated with physical activity and games and, in doing so, bolster some youngsters’ self-esteem and self-identities. On the other hand, however, for those less competent in sporting terms, and whose bodily self-image is not particularly positive, the public nature of physical education and the nature of the activities that constitute the subject can give rise to unplanned and unintended harm to some youngsters’ mental health – especially in countries, such as Norway, where sport is a significant aspect of the group habitus and collective ‘we-group’ identity.

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“…A relatively novel finding was that meeting the MS component alone was related to healthier body image than aerobics alone (Santabarbara et al, 2017). Theoretically, MS activities may produce more visible increases in muscular strength and appearance (Nielsen and Thing, 2019). However, and reiterating the need for adherence to both components, meeting both components was related to a healthier body image than the respective categories.…”

Section: Discussionmentioning

confidence: 94%

Adherence to aerobic and muscle-strengthening components of the physical activity guidelines and mental health

Shannon

Carlin

Woods

et al. 2022

Health Promotion International

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Summary Despite a clear distinction between aerobic and muscle strengthening (MS) components in the physical activity guidelines, public health surveillance has largely focused only on aerobic components, limiting the reach of epidemiological research on the physical activity guidelines. Hence, this study investigated the association between adherence to both components (i.e. aerobic and muscle-strengthening) of the World Health Organization’s physical activity guidelines and mental health among the college student population. A cross-sectional study was conducted among a nationally representative sample of Irish college students (7088 participants, M age: 23.17 years; 50.9% female). Participants were categorized as meeting both components of the guidelines (n = 41%), only the aerobic component (n = 25.3%) or the MS component (n = 7.3%), and neither (n = 26.4%). Group membership effects on mental health was determined through mixed univariate ANOVAs, with a Bonferroni correction for post hoc analyses to assess multiple comparisons. Results revealed that meeting both components of the guidelines was significantly (all p < 0.01) associated with greater self-reported happiness, body image and general health, and less mental ill-being, relative to all other respective groupings. Meeting aerobic or MS components in isolation was significantly (p < 0.05) associated with better happiness, general health and body image compared to not meeting either component. To conclude, 59% of the college-aged population are insufficiently active, and adherence to both guideline components is positively associated with mental health. Co-produced, evidence-based, physical activity interventions are needed in students and could contribute to mental health promotion.

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‘Who is zooming who’? A study of young PE-students in their figurations

Cited by 8 publications

References 34 publications

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study

‘Even if you don’t care…you do care after all’: ‘Othering’ and physical education in Norway

Adherence to aerobic and muscle-strengthening components of the physical activity guidelines and mental health

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