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Origins of perceived physical education ability and worth among English adolescents

T. Hilland, N. Ridgers, G. Stratton, Z. Knowles, S. Fairclough, Gareth Stratton Orcid Logo

European Physical Education Review

Swansea University Author: Gareth Stratton Orcid Logo

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DOI (Published version): 10.1177/1356336X16673765

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 people’s daily physical activity. The aim of this study was to qualitatively investigate the origins of students’ perceived...

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Published in: European Physical Education Review
ISSN: 1356-336X 1741-2749
Published: 2016
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URI: https://cronfa.swan.ac.uk/Record/cronfa30153
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first_indexed 2016-09-22T13:03:04Z
last_indexed 2018-02-09T05:15:54Z
id cronfa30153
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spelling 2016-10-24T10:20:56.7371700 v2 30153 2016-09-22 Origins of perceived physical education ability and worth among English adolescents 6d62b2ed126961bed81a94a2beba8a01 0000-0001-5618-0803 Gareth Stratton Gareth Stratton true false 2016-09-22 STSC Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people’s 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 12–14 years (mean = 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, expectancy–value 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. Journal Article European Physical Education Review 1356-336X 1741-2749 31 12 2016 2016-12-31 10.1177/1356336X16673765 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2016-10-24T10:20:56.7371700 2016-09-22T08:54:18.2346397 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences T. Hilland 1 N. Ridgers 2 G. Stratton 3 Z. Knowles 4 S. Fairclough 5 Gareth Stratton 0000-0001-5618-0803 6 0030153-22092016085617.pdf hilland2016.pdf 2016-09-22T08:56:17.2970000 Output 395174 application/pdf Accepted Manuscript true 2016-10-24T00:00:00.0000000 false
title Origins of perceived physical education ability and worth among English adolescents
spellingShingle Origins of perceived physical education ability and worth among English adolescents
Gareth Stratton
title_short Origins of perceived physical education ability and worth among English adolescents
title_full Origins of perceived physical education ability and worth among English adolescents
title_fullStr Origins of perceived physical education ability and worth among English adolescents
title_full_unstemmed Origins of perceived physical education ability and worth among English adolescents
title_sort Origins of perceived physical education ability and worth among English adolescents
author_id_str_mv 6d62b2ed126961bed81a94a2beba8a01
author_id_fullname_str_mv 6d62b2ed126961bed81a94a2beba8a01_***_Gareth Stratton
author Gareth Stratton
author2 T. Hilland
N. Ridgers
G. Stratton
Z. Knowles
S. Fairclough
Gareth Stratton
format Journal article
container_title European Physical Education Review
publishDate 2016
institution Swansea University
issn 1356-336X
1741-2749
doi_str_mv 10.1177/1356336X16673765
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
document_store_str 1
active_str 0
description Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people’s 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 12–14 years (mean = 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, expectancy–value 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.
published_date 2016-12-31T03:36:49Z
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score 11.013148

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