Origins of perceived physical education ability and worth among English adolescents

Hilland, T, Ridgers, N, Stratton, G, Knowles, Z and Fairclough, S 2016, 'Origins of perceived physical education ability and worth among English adolescents', European Physical Education Review, vol. 24, no. 2, pp. 1-16.


Document type: Journal Article
Collection: Journal Articles

Title Origins of perceived physical education ability and worth among English adolescents
Author(s) Hilland, T
Ridgers, N
Stratton, G
Knowles, Z
Fairclough, S
Year 2016
Journal name European Physical Education Review
Volume number 24
Issue number 2
Start page 1
End page 16
Total pages 16
Publisher Sage
Abstract Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young peoples daily physical activity. The aim of this study was to qualitatively investigate the origins of students perceived PE ability (perceived competence and self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE students, aged 1214 years (mean ¼ 13.18), participated in semi-structured focus group interviews, which were recorded, transcribed and analysed inductively and deductively and represented as pen profiles. Analysis revealed three higher order themes relating to perceived PE ability (external feedback, perceptions of (in)competence and comparison against peers), and three higher order themes underpinning perceived PE worth (PE teachers, expectancyvalue relationship and the physical experience of PE). PE should be perceived as interesting, relevant and meaningful by students and provide appropriate opportunities for success so as to influence lifetime physical activity habits.
Subject Human Movement and Sports Science not elsewhere classified
DOI - identifier 10.1177/1356336X16673765
Copyright notice © The Author(s) 2016
ISSN 1356-336X
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