Understanding the Factors That Influence Motivation and Experiences in High School Physical Education

Autor/inn/en	Miller, Brenna Cosgrove; Edwards, Elizabeth S.; Nye, Susan
Titel	Understanding the Factors That Influence Motivation and Experiences in High School Physical Education
Quelle	In: Physical Educator, 79 (2022) 6, S.647-666 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
Schlagwörter	High School Students; Physical Education; Adolescents; Physical Activity Level; Age Differences; Gender Differences; Grade 9; Grade 10; Racial Differences; Ethnicity; Student Experience; Student Characteristics; Psychological Patterns; Self Efficacy; Physical Fitness; Competition; Environmental Influences; Clothing; Student Motivation; Virginia (Richmond) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Körpererziehung; Sportunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; School year 09; 9. Schuljahr; Schuljahr 09; Rassenunterschied; Ethnizität; Studienerfahrung; Self-efficacy; Selbstwirksamkeit; Leistungsfähigkeit; Wettkampf; Environmental influence; Umwelteinfluss; Kleidung; Schulische Motivation
Abstract	In comparison to children, adolescents achieve significantly less physical activity (PA). Additionally, activity differences exist among genders and race/ethnicities. One means of influencing the PA habits of adolescents is high school physical education. Although PE class reaches students of all ages, genders, and races, motivation and experiences across these groups appear to differ. The purpose of this study was to determine if PE descriptors, motivators, and experiences in ninth- and 10th-grade students differed across gender, race/ethnicity, and grade. Ninth- and 10th-grade students (n = 698) completed a questionnaire about the factors that influence their motivation and experiences in PE class. Responses were compared across gender, race/ethnicity, and grade. Primary findings show that males and freshmen had more positive experiences in PE class than females and sophomores, respectively. Additionally, Caucasian students had more negative experiences in PE class in comparison to students of any other race/ethnicity. These findings illustrate the necessity for PE teacher sensitivity when they teach students of different genders, grades, and ethnic backgrounds. Special attention should be given to the social aspect of PE classes among females, student transition from middle school to high school, and the varying experiences in PE of students of different races/ethnicities. The results demonstrate the need for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01