An Investigation of Content-Specific Unit Emotions in Secondary Physical Education

The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reason...

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Bibliographic Details
Published in:Education sciences 2024-10, Vol.14 (10), p.1123
Main Authors: Simonton, Kelly L, Garn, Alex C, Layne, Todd E
Format: Article
Language:English
Subjects:
contemporary content
Curricula
Educational Strategies
Emotions
High schools
intrinsic value
Investigations
Physical education
Physical education and training
Physical instruments
student choice
Student Interests
Student Motivation
student voice
Students
Teachers
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Summary:The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons for decreased student motivation and participation. The purpose of this study was to investigate student responses in their perceived control, value, emotions, and intentions for future activity as it pertained to differing content areas throughout their PE curriculum. The participants included 72 9th grade students. The students participated in five instructional units: modified volleyball, spikeball, outdoor adventure, yoga, and drumfit. At the conclusion of each unit, students responded to a virtual survey utilizing previously validated instruments measuring a variety of emotional contexts. The results were analyzed using a variety of measurements. The in-depth data revealed that student intention may be more anchored in value and emotion than previously identified. Students’ emotional connection to the content appears to be vital to their motivation, engagement, and intention to engage in the activity outside of PE. Based on these findings, teachers should make a concerted effort to select content based on student interests and value, instead of choosing content they find interesting and meaningful.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14101123