English

Background There are many diverging views regarding the role and purpose of Physical Education (PE) in secondary schools within the UK. However, very few studies have explored PE processes through the eyes of young people. Adolescence represents a critical time period when physical activity (PA) behaviour patterns are often established. Student disengagement in PE is therefore a concern, as PE has the potential to play an important role in influencing adolescents to develop lifelong PA habits. Secondary school PE is compulsory in the UK until the age of 16, therefore PE teachers have a captive audience who they can influence positively or negatively. Understanding of students’ experiences and perceptions of PE could help inform future PE provision. Purpose The purpose of this study was to explore students’ perceptions of PE throughout secondary school (age 11–16) in England, UK. This study aims to explore students’ views concerning changes and continuities from Key Stage (KS3) (age 11–14) to KS4 (age 14–16). We are also interested in the meanings that students attach to their PE experiences, identifying the social structures and processes that shape these meanings. Methods Using a social constructionist framework, semi-structured interviews were conducted at eight secondary schools across Yorkshire, England. A convenience sample of eligible schools was used to recruit the study participants. Two participants aged 15–16 (Year 11, KS4) were interviewed at each school (N = 16). Inductive and deductive thematic analysis informed by self-determination theory guided the analysis. Thematic analysis comprised three second-order themes which were generated by ten first-order themes drawing students’ experiences of PE. Results Perceptions of PE throughout KS3 (age 11–14) were perceived as unfavourable, owing to too much structure and social comparisons. However, perceptions of KS4 (age 14–16) PE lessons were positive, with students enjoying increased choice, less structure, and an opportunity to relieve the stress and pressure of school life. Students identified the role of the teacher to be significant in enhancing student experience throughout secondary school. However, students acknowledged that the student–teacher relationship changed across secondary school, suggesting a need for numerous pedagogical approaches to be adopted through secondary school PE. In addition, PE is recognised by some students as an opportunity to improve their wellbeing, advocating the need for PE teachers to consider employing more holistic outcomes within PE lessons. Conclusions The findings of this study suggest that there is a noticeable difference between students’ experiences of PE at KS3 (age 11–14) compared to KS4 (age 14–16), questioning if the KS3 curriculum is conducive to support student engagement in PE. The results also indicate that PE teachers could widen the learning of PE beyond the physical domain and incorporate a more holistic approach when planning and delivering PE lessons. The long-term implications of engaging more students in PE is that we may inspire more adolescents to remain physically active into adulthood, and to live healthier, more active lives.

Despite the large body of literature and advocacy for evidence-based behavior management practices when working with children, explicit steps and strategies for implementing such practices are less common. This may be a barrier for practitioners working with children with disabilities and unique behavioral needs within physical education and other physical activity settings. This article introduces response interruption and redirection within physical education and physical activity settings and provides practical steps and strategies for how teachers and other practitioners can redirect a variety of off-task behaviors.

The purpose of this study was to examine boys’ perceptions of masculinity hierarchies in adventure physical education in relation to past experiences in sport-based physical education and their evolving views about physical activity in their lives. Theoretical principles of masculinity guided this study. Data were collected with 55 male high school students through 84 formal interviews, 200 e-mail interviews, and 135 ninety-minute class observations over 15 weeks. Data were analyzed using constant comparison with frequent member checks to facilitate trustworthiness. Three main findings emerged. First, boys described masculinity hierarchies in many past sport-based physical education classes as static and well-pronounced, which for many negatively impacted their perceptions of and engagement with physical activity. Second, boys described masculinity hierarchies in adventure physical education at Apex High School as shifting and narrowing, which stood in stark contrast to the inequitable status differentials in many sport-based physical education classes. Third, shifting and narrowing masculinity hierarchies resulted in significant positive outcomes for boys, most notably enhancing their orientations toward physical activity. Findings from this study suggest that physical education settings that produce shifting and narrowing masculinity hierarchies can enhance boys’ perceptions of and engagement with physical activity both in and out of school.

Background: Students’ prior knowledge plays an important role in learning new knowledge. In physical education (PE) and physical activity settings, studies have confirmed the role of students’ prior knowledge. According to Placek and Griffin, these studies demonstrate thatour students are not empty balls waiting to be filled with knowledge and skill (air) when they arrive at our gymnasium doors. Instead they come ready for action, each with her or his own conceptions (mental models) of activity in general and, more specifically, the focus of that particular unit, lesson, or skill.Currently, however, we have little understanding of how mental models are generated in PE and guide students’ understandings and activity choices.Purpose: The goal of this study was to examine third-grade students’ mental models of energy expenditure during exercise and identify the underlying conceptual structures from which they were generated.Method: Forty-five third-grade students were interviewed during their regular PE class on their understanding of energy expenditure during exercise. Interviews were analysed using descriptive and axial coding to examine emerging categories and themes. Trustworthiness of data was established through the use of five strategies: (a) the adoption of research methods well established, (b) random sampling, (c) background, qualifications and experience of interviewers, (d) negative case analysis and (e) peer review.Results: Data revealed two mental models of energy expenditure during exercise. In the first mental model, students believe that ‘When you exercise, you lose your energy and when you are out of energy, you have to stop and rest to get your energy back.’ Energy expenditure during exercise is understood as an on/off process. Contrary, students in the second mental model believe that ‘When you exercise, you lose your energy but you can manage your energy expenditure depending on your pace (concept of intensity).’ Energy expenditure is understood as a dimmer switch process. These mental models are generated by underlying conceptual structures.Conclusion: Results are discussed related to (a) previous studies on students’ mental models and (b) the role of students’ prior knowledge in PE and physical activity settings.

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.

This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a ‘middle-ground’ approach, using Hill Collins' matrix of domination and the notion of intersectionality. These concepts offer the possibility to explore the kinds of settings (physical, social and cultural) in which girls undertake PE and physical activity, how these spaces influence experience and how the girls navigate these spaces. The study is based in a large, urban, co-educational, secondary school in Yorkshire, England (95% of the students are from minority ethnic communities, 91% are Muslim and 63% live in the top 10% most deprived neighbourhoods in the country). Data generation involved three phases: observations, creating research artefacts in focus groups and in-depth interviews. The findings reveal the diverse ways the girls are physically active. They also demonstrate a complexity to their involvement which is contingent upon space, discourses and people. For example, discourses of competition, ability and peers are more significant within PE; whilst family, religion and culture feature beyond this context. The paper concludes by acknowledging the girls' heterogeneity and agency in the ways they strategically navigate spaces in their quest to be physically active on their terms.

Injuries can occur anywhere and anytime in physical education. Physical educators should do all they can to prevent injuries from occurring and must be prepared for such an occurrence. Many physical educators have limited knowledge about how to respond to injury and emergency situations. The purpose of this article is to provide information for dealing with minor injuries and emergencies that commonly occur in physical education or activity-based settings. The situations addressed in this article include managing open and closed wounds, eye and mouth injuries, nosebleeds, concussions, strains and sprains, heat-related illness, and existing conditions (diabetes and seizures).

Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD.

Deficits in social communication skills present significant challenges for individuals with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults with ASD and intellectual disabilities. The current study investigated the efficacy of a social skills intervention, which comprised of the Walker Social Skills Curriculum: The ACCESS program (Adolescent Curriculum for Communication and Effective Social Skills), video modeling, and the addition of generalization programming, to target social skills for community inclusion. A multiple-probe single-case experimental design and pre/post outcome measures were used to evaluate the effects of the social skills intervention on improving social communication skills in six adults with ASD and intellectual disabilities. Participants received 20 intervention sessions, each session delivered for 1.5 h, twice per week. Generalization of target skills was programmed through the inclusion of, (a) training in the natural setting, (b) introducing natural maintaining contingencies, (c) multiple exemplar training, and (d) incorporating social situations and common stimuli from the natural setting in the training sessions. All participants demonstrated increases in social communication skills with skills generalizing to natural environments. In addition, significant improvements in overall social skills as measured by the SSiS, SRS-2, and the ACCESS Placement Test were shown following the social skills intervention. The generalization of newly acquired skills varied across participants highlighting that other variables may impact on treatment effects. Therefore, consideration of and support for social skills interventions that program and assess for the generalization of treatment effects are needed. Implications for practice and future research are discussed.

Multicultural scholarship in sport and exercise psychology should help us understand and apply cultural competencies for all to be physically active. In the present study, two Asian countries, Japan and Singapore, were chosen. The participation rate for physical activities among adolescent girls tends to be lower than that of boys in both countries. Thus, the purpose of the project was to gain knowledge and understanding about sociocultural factors that may explain adolescent girls' perceptions and behaviors toward sport, physical activity, and physical education (PE). A qualitative approach using semi-structured interviews with focus groups was used to understand meanings of physical activity among Buddhist Japanese, and Hindu Indians and Christian Chinese from Singapore. Each focus group consisted of four or five girls and female researchers. Based on the analysis, we created four themes which were "cultural identities," "Asian girls and sport/physical activities," "PE experiences," "motivation for future involvement." The Buddhist Japanese, Hindu Indian, and Christian Chinese participants each reported unique physical activity experiences, and all the participants were aware of how Asian culture may affect being physically active. Experiences of PE classes were similar but perceptions of their PE attire were different for Christian Chinese and Hindu Indian adolescent girls. Based on the results, the importance of nurturing cultural competencies and ways to encourage girls to be physically active throughout life were discussed.

Children with Autism Spectrum Disorder (ASD) often experience significant challenges in developing social skills, which can impact their ability to engage with peers and function in various social contexts. This study explores the development of social skills among children with Autism Spectrum Disorder (ASD) through video modeling intervention. Two ASD students, aged 5-10 years, were selected using purposive sampling from a local therapy center. The aim was to assess whether video modeling could improve their social behaviors, such as greetings, sharing, and peer interactions. Prior to the intervention, a pre-assessment was conducted, where teachers identified challenges in teaching social skills to the children. A 40-50 second video, demonstrating appropriate social behaviors, was developed and presented to the children in a controlled environment. The children watched the video multiple times over several sessions, with opportunities to practice the learned behaviors. Data was collected through a behavioral monitoring sheet, where teachers tracked whether the children successfully imitated the modeled behaviors after each session. Follow-up sessions ensured retention of skills by encouraging real-world practice. Post-assessment was carried out to compare teachers' perceptions of the children's progress in social skills before and after the intervention. The findings suggest that video modeling is effectively enhancing social skills in children with ASD, particularly in greeting peers, sharing, and engaging in simple conversations. The results highlight the potential of video modeling as an effective tool for teaching social skills to children with ASD.

Status and Potential of Community-Engaged Research to Investigate Physical Activity Interventions for Children with Autism Spectrum Disorder in Chinese-American Communities

Background and purpose: The research literature in physical education (PE) is placing a growing emphasis on Meaningful PE (Beni et al, 2017) to transform PE to meet the needs of all students. The purpose of this research was to 1) identify the concepts of Meaningful PE that students found to be important and 2) distinguish which concepts have the most potential to provide students with Meaningful PE experiences. The study: The project was conducted in three PE classes among grade 7 to 9 students in an urban secondary sports academy school in collaboration with their PE teachers. Data was collected using the GroupWisdomⓇ Concept Mapping (2021) platform and group interviews with the objective to have PE students and teachers conceptualize Meaningful PE. Findings: The study found that students’ and teachers’ context specific conceptualizations of Meaningful PE can be identified using GCM. The major tenet of Meaningful PE found was relationships. Student and teacher participants identified important concepts for Meaningful PE as a combination of statements within the clusters of kindness, physical activity, fun, and quality education. The findings call for a broad understanding of students within each school context in order to conceptualize meaningful physical education experiences. Conclusions: It is my conclusion that involving students in the conceptualization of Meaningful PE by focusing on autonomous and inclusive relationships is of great importance to co-create Meaningful PE experiences. Secondary students were able to identify what is important for meaningful experiences in PE and how inclusive relationships can facilitate Meaningful PE experiences.

Introduction There is a body of research that describes the importance of the Activist Aproach (AA) as a way to improve students' motivation, engagement and learning in physical education (PE) (Shilcutt, J. B., K. Oliver, and C. Luguetti. 2024. An Activist Approach to Physical Education and Physical Activity: Imagining What Might Be. Taylor & Francis). However, most studies focus on secondary schools, pointing to a need to explore AA in primary schools. Purpose This study explores the enactment of the AA in a primary PE class in Brazil. Theoretically, we draw from bell hooks (2014. Teaching To Transgress. Routledge) and her concept of teaching to transgress. Methods This was participatory action research (PAR) carried out in 4th grade PE class in a state primary school in Brazil. Twenty students aged nine to eleven participated, including seven boys and thirteen girls, as well as a researcher, a PE teacher and two critical friends. Data collection took place during 70 lessons and included field notes, student work sessions, artifacts, focus group with students and debriefing session recordings. Reflective thematic analysis was used to analyse data. Findings Two key themes were generated. The first highlighted the importance of creating a learning community to confront violence in PE classes. Violence and exclusion discouraged participation, especially for girls and less skilled students. The second theme described how a day-by-day curriculum was created to critique and negotiate social injustices. This co-construction involved experimentation, critique, redesign and the creation of inclusive games. Conclusion This study highlights the transformative potential of AA in primary school physical education, showing that breaking with traditional practices becomes possible when children's experiences are placed at the centre of pedagogical decision-making. By creating learning communities to address violence and co-constructing the curriculum on a daily basis through dialogue, experimentation, and negotiation of injustices, AA promoted more inclusive and democratic forms of participation. The results demonstrate that it is possible to build a pedagogy committed to social justice, capable of generating significant changes in the way children relate, participate and give meaning to their experiences in physical education. Impact statement This study contributes to the field by demonstrating how the AA can be meaningfully enacted in primary PE to confront violence, address participation inequalities and promote social justice. By showing how children's lived experiences can guide curriculum co-construction, it offers practical insights for educators seeking to create more democratic and inclusive learning environments. The study expands the understanding of the AA beyond secondary schooling and provides concrete pedagogical strategies that can inform both future research and everyday teaching practice.

Inclusion is a subjective experience related to sense of belonging and acceptance. In this way, the specific nature of a disability can have particular implications on the obstacles one experiences in physical education. Thus, the main objective of this study was to investigate the experiences of students with visual impairments in physical education classes in Brazil from an individual and subjective perspective. Eight students with visual impairments (five female students and three male students) between 13 and 18 years participated in the study. Interviews, which utilized a semi-structured interview guide, were used to obtain important information from the students. Interview transcripts were analyzed by the content analysis technique. Results revealed two main themes: (1) participation and (2) social interaction. Exclusion from physical education activities was omnipresent among the experiences of students with visual impairments. Physical education teachers did not recognize physical education classes as a place for student with visual impairments.