Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?
Abstract
:1. Introduction
- ‘stimulating lifelong joy of movement and a physically active lifestyle based on personal qualities and abilities’
- ‘practising and reflecting on interaction, co-responsibility, equality, and equal value’
- ‘thinking critically about how the portrayal of the ideal body may affect self-esteem, health, fitness, and lifestyles’
- ‘providing a foundation for learning to enjoy and respect nature and for developing environmental awareness’ [6].
- What is the relationship between students dreading PE and their overall school satisfaction among sixth- graders in Tromsø Municipality in Norway?
- Can factors related to performance climate help explain the relationship between these two conditions?
1.1. Gender, Age and Students’ Perceptions of PE
1.2. Motivation Climate
1.2.1. Performance Climate
1.2.2. Mastery Climate
1.2.3. Context Dependent
2. Material and Methods
2.1. Sample
2.2. Survey
2.3. Data Collection
2.4. Analysis
2.5. Ethics
2.6. Reliability and Validity
3. Results
3.1. The Relationship Between Dreading PE and General School Well-Being
3.2. Factors That May Help Explain Why Some Students Dread PE
3.2.1. Descriptive Statistics: Gender as a Factor
3.2.2. Correlation Analysis
3.2.3. Descriptive Statistics of Other Explanatory Variables
3.2.4. Multiple Linear Regression Analysis
4. Discussion
4.1. Subject-Specific Factors Contributing to Students’ Apprehension Towards PE
4.2. Three Explanatory Factors
4.2.1. Self-Confidence: I Don’t Like PE Because I’m Not Good at It
4.2.2. Locker Room Situation: I Dread Changing into Gym Clothes in the Locker Room
4.2.3. Social Relationships: I Don’t Like PE Because I Have to Collaborate with Just Anyone
4.2.4. Possible Connections Between Results, Policy and Reality
- The Norwegian national curriculum for PE is sometimes operationalised in schools by teaching dominated by perspectives from sports.
- With this follows a risk of translating the intended mastery-oriented curriculum into performance-oriented practises in schools.
- This can be understood as a factor affecting why some students dread PE classes.
5. Conclusions
- What is the relationship between students dreading PE and their overall school satisfaction among sixth- graders in Tromsø Municipality in Norway?
- Can factors related to performance climate help explain the relationship between these two conditions?
5.1. Answer to Question 1
5.2. Answer to Question 2
- I don’t like PE because I’m not good at it.
- I dread changing into gym clothes in the locker room.
- I don’t like PE because I have to collaborate with just anyone.
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Intention: | Statements: |
---|---|
Investigation of students’ relationship between PE and their general well-being at school | I like being at school |
I am dreading to participate in PE classes | |
Investigation of possible motivationally related factors that could explain why some students found the subject problematic (building on the notion of autonomy, competence and social relationships as a psychological foundation for motivation [28]). | I don’t like PE because I’m not good at it |
I dread changing into gym clothes in the locker room | |
I do not like PE because I have to collaborate with just anyone | |
I am afraid of being laughed at in PE classes | |
I am afraid of making a fool of myself in PE classes | |
I think boys and girls should have PE together | |
I like to demonstrate my skills in PE |
Completely Agree | Agree | Uncertain | Disagree | Completely Disagree | Mean (SD) | |
---|---|---|---|---|---|---|
Boys | 2.5 | 1.9 | 6.3 | 17.7 | 71.5 | 4.54 (0.89) |
Girls | 2.3 | 7.6 | 9.2 | 21.4 | 59.5 | 4.28 (1.06) |
Total | 2.4 | 4.5 | 7.6 | 19.4 | 66.1 | 4.42 (0.98) |
I Am Dreading to Participate in PE Classes | Pearsons’ R |
---|---|
I don’t like PE because I’m not good at it | 0.58 ** |
I dread changing into gym clothes in the locker room | 0.53 ** |
I do not like PE because I have to collaborate with just anyone | 0.47 ** |
I am afraid of being laughed at in PE classes | 0.40 ** |
I am afraid of making a fool of myself in PE classes | 0.38 ** |
I think boys and girls should have PE together | −0.26 ** |
I like to demonstrate my skills in PE | −0.21 ** |
Statements: | Completely Agree | Agree | Uncertain | Disagree | Completely Disagree | Mean (SD) | Effect Size (d) | |
---|---|---|---|---|---|---|---|---|
I don’t like PE because I’m not good at it | Boys | 1.9 | 1.9 | 10.1 | 20.3 | 65.8 | 4.46 (0.89) | 0.26 |
Girls | 3.8 | 6.1 | 12.2 | 22.1 | 55.7 | 4.20 (1.11) | ||
Total | 2.8 | 3.8 | 11.1 | 21.1 | 61.2 | 4.34 (1.01) | ||
I dread changing into gym clothes in the locker room | Boys | 3.8 | 1.3 | 12.0 | 20.9 | 62.0 | 4.36 (1.00) | 0.33 |
Girls | 7.6 | 7.6 | 12.2 | 24.4 | 48.1 | 3.98 (1.27) | ||
Total | 5.5 | 4.2 | 12.1 | 22.5 | 55.7 | 4.19 (1.15) | ||
I do not like PE because I have to collaborate with just anyone | Boys | 5.7 | 8.2 | 15.2 | 19.6 | 51.3 | 4.03 (1.23) | 0.02 |
Girls | 5.3 | 7.6 | 13.7 | 28.2 | 45.0 | 4.00 (1.18) | ||
Total | 5.5 | 8 | 14.5 | 23.5 | 48.4 | 4.01 (1.21) | ||
I am afraid of being laughed at in PE classes | Boys | 5.1 | 7.6 | 10.1 | 19.0 | 58.2 | 4.18 (1.19) | 0.46 |
Girls | 9.2 | 15.3 | 17.6 | 22.1 | 35.9 | 3.60 (1.35) | ||
Total | 6.9 | 11.1 | 13.5 | 20.4 | 48.1 | 3.92 (1.30) | ||
I am afraid of making a fool of myself in PE classes | Boys | 11.4 | 11.4 | 20.9 | 29.1 | 27.2 | 3.49 (1.31) | 0.37 |
Girls | 16.0 | 22.1 | 22.9 | 23.7 | 15.3 | 3.00 (1.31) | ||
Total | 13.5 | 16.3 | 21.8 | 26.6 | 21.8 | 3.27 (1.33) | ||
I think boys and girls should have PE together | Boys | 44.3 | 32.9 | 19.0 | 2.5 | 1.3 | 1.84 (0.91) | 0.03 |
Girls | 54.2 | 26.7 | 9.2 | 3.8 | 6.1 | 1.81 (1.14) | ||
Total | 48.8 | 30.1 | 14.5 | 3.1 | 3.5 | 1.82 (1.02) | ||
I like to demonstrate my skills in PE | Boys | 41.8 | 29.7 | 20.9 | 6.3 | 1.3 | 1.96 (0.99) | −0.21 |
Girls | 34.4 | 30.5 | 21.4 | 9.9 | 3.8 | 2.18 (1.13) | ||
Total | 38.4 | 30.1 | 21.1 | 8.0 | 2.4 | 2.06 (1.06) |
Statements | Total | Boys | Girls |
---|---|---|---|
I am dreading to participate in PE classes | 14.5% | 10.7% | 19.1% |
I don’t like PE be-cause I’m not good at it | 17.7% | 13.9% | 22.1% |
I dread changing into gym clothes in the locker room | 21.8% | 17.1% | 27.4% |
I do not like PE because I have to collaborate with just anyone | 28.0% | 29.1% | 26.6% |
I am afraid of being laughed at in PE classes | 31.5% | 22.8% | 42.0% |
I am afraid of making a fool of myself in PE classes | 51.6% | 43.7% | 61.0% |
I think boys and girls should have PE together * | 21.1% | 22.8% | 19.1% |
I like to demonstrate my skills in PE * | 31.5% | 28.5% | 35.1% |
Statistically Significant Predictors | Standardised Beta | p-Value | 95% CI |
---|---|---|---|
1. I don’t like PE because I’m not good at it | 0.36 *** | <0.001 | 0.24, 0.47 |
2. I dread changing into gym clothes in the locker room | 0.30 *** | <0.001 | 0.17, 0.35 |
3. I do not like PE because I have to collaborate with just anyone | 0.19 *** | <0.001 | 0.07, 0.35 |
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Johansen, L.H.; Nilsen, T.-E.; Madsen, S.S.; Andreassen, S.-E. Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic? Educ. Sci. 2024, 14, 1227. https://doi.org/10.3390/educsci14111227
Johansen LH, Nilsen T-E, Madsen SS, Andreassen S-E. Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic? Education Sciences. 2024; 14(11):1227. https://doi.org/10.3390/educsci14111227
Chicago/Turabian StyleJohansen, Linda Hjemgård, Tor-Egil Nilsen, Siri Sollied Madsen, and Svein-Erik Andreassen. 2024. "Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?" Education Sciences 14, no. 11: 1227. https://doi.org/10.3390/educsci14111227
APA StyleJohansen, L. H., Nilsen, T. -E., Madsen, S. S., & Andreassen, S. -E. (2024). Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic? Education Sciences, 14(11), 1227. https://doi.org/10.3390/educsci14111227