K-12 Physical Education Experiences: A College Student’s Perspective
Department of Physical Education
SUNY Cortland
2003
Adolescence is a period of transition from childhood to adulthood. Individuals explore their
personal limitations and establish attitudes and lifestyle patterns which permeate an entire existence
(Luke & Sinclair, 1991). Therefore, it is essential that physical educators create suitable environments
to promote lifetime fitness and activities (Barrett, 2001). Positive experiences create enduring
relationships with fitness and athletics (Rhea, 1998). However, recent trends demonstrate that physical
educators are struggling to maintain physical education’s position in the school curriculum (Scantling,
Strand, Lackey, & McAleese, 1995). State mandates and instructional time for physical education
have been reduced or eliminated (Tannehill, Romar, O'Sullivan, England, & Rosenberg, 1994). In an
exceedingly low number of school districts, students are required to take four years of physical
education. For example, the National Association of Sport and Physical Education stated in 1993 that
twenty-five states required physical education for one year and four states did not require any during
high school (Scantling, Strand, Lackey, & McAleese, 1995).
Administrators cite funding issues and increased concentrating on "academic" subjects as
rationale for reducing physical education allotments (Rovegno & Bandhauer, 1995). However,
physical education itself is partly to blame. Wilcox (1987) cited “non-teaching” physical educators
who are content to “roll the ball out.” Other factors contributing to the decline in physical education
include an emphasis on coaching competency over teaching competency, administrators who tolerate
poor physical educators, and assessment standards that are non-existent or inadequate (1987). Godin
and Shephard (1986) discovered that student activity level declined with age and that students were not
choosing physical education once it became an elective.
In order for physical education to grow, develop, and fulfill its mission, it must be made a more
relevant and productive experience for everyone. A powerful and oft-overlooked engine for
improvement is student perceptions and feedback. Therefore, the purpose of the study is to identify
determinants of student attitudes toward physical education based on their K-12 experiences.
A number of studies have already focused on school-age student perceptions of physical
education (Carlson, 1995; Figley, 1985; Luke & Sinclair, 1991; Rice, 1998, Tannehill & Zakrajsek,
1993). This study seeks to expand the knowledge base, cater to physical educators in the region of
upstate New York, and to investigate the following questions: What aspects of physical education
contribute to positive student perceptions? What aspects of physical education contribute to negative
student perceptions? The study is intended for K-12 physical educators as an improvement tool based
on student perceptions.
"The sole intent is to aid in sending students away from your instruction anxious to use what
you have taught them-and eager to learn more" (Mager, 1968, p. 3).
LITERATURE REVIEW
In 1991, Luke and Sinclair studied determinants of attitudes towards physical education and
identified five principal categories including: curriculum content, teacher behavior, class atmosphere,
student self-perceptions, and facilities.
Curriculum
Luke and Sinclair (1991) stated that curriculum in physical education was the most influential
category since it ranked first among males and females for determinants of positive and negative
attitudes, accounting for fifty-three percent and thirty-nine percent respectively. Figley (1995) again
found curriculum to be the foremost negative determinant accounting for thirty-six percent of
responses. In contradiction however, Figley asserted that teachers accounted for the highest
percentage (42%) of positive determinants.
Among curricular variables, Figley (1985) determined that variety and choice were highly
associated with positive student responses. A selection of novel and unique activities had “turned them
on” to physical education. Furthermore, permitting students to choose activities was instrumental in
creating positive perceptions and was the highlight of their experiences. Graham (1995) similarly
rejected a “one size fits all” approach and advocated modifying curriculum to reflect the diverse needs
and interests of students. Teachers should listen to students input, solicit student input, observe
students during unstructured periods, and conduct research to remain current (1995). Physical
educators should also recognize and adapt programming to facilitate goal acquisition among low and
high skilled, fit and unfit, and confident and uncertain students. Do not fit students into a curriculum
which does not fit them (1995). Teachers who incorporated choice made their program more
appealing to students.
Bowyer (1996) found that specific positive or negative events had dramatic effects on longterm perceptions of physical education. Many vividly recalled their favorite “gym class activity” while
others conveyed a sense of dread. According to Bowyer (1996), college students cited the following as
their most liked activities: gymnastics (44%), kickball (26%), parachute (23%), dodgeball (16%),
basketball (9%), and volleyball (8%). Generally students preferred activities in which they were
competent, had “fun”, and included opportunities for individual goal setting and development.
Conversely, students cited the following as their least liked activities: fitness testing (24%), dodgeball
(24%), running (19%), picking teams (18%), rope climbing (11%), basketball (10%), and softball
(9%). Luke and Sinclair (1991) reported running and long runs as the most disliked activities. When
asked what physical education should teach, seventy-one percent said sport skills were important,
seventy percent said team sports, and sixty-eight percent said improving fitness (Tannehill, Romar,
O’Sullivan, England, & Rosenberg, 1994). However, the same study noted that fifty-nine percent of
students were taught team sports, fifty-two percent sport skills, and fifty percent recreational games.
Fitness was not emphasized and dance and gymnastics were the least valued physical education
content. Activities were frequently characterized as “meaningless”, “the same year after year,”
“unorganized,” and “things which a majority of us did not enjoy.” (Figley, 1985, p. 234).
Health and wellness advocates recommend that lifelong physical activity should be the central
mission of physical education (Sallis and McKenzie, 1991). However, the highest decline in physical
activity occurs immediately following high school (1991). Hildebrand and Johnson (1991) stated that
people typically incorporate past experiences to make present and future activity decisions. Using
these insights, Hildebrand and Johnson (2001) conducted a study examining why college students
enrolled in activity courses and what implications that may have for high school physical education.
They found that college students enrolled in activities they enjoyed and felt competent to perform.
Eighty-two percent said they were successful or highly successful whereas sixteen percent were
unsuccessful or very unsuccessful. Trost and colleagues supported this conclusion by saying that selfefficacy was a strong determinant of exercise adherence. Hildebrand and Johnson (2001) also noted
some gender specific reasons students engaged in physical activity. For females, the top five reasons
included enjoyment of the activity (80%), interest in the activity (73.4%), fitness improvement
(67.5%), a scheduled workout (62.3%), and health benefits (59.6%). For males, the top five reasons
included enjoyment of the activity (82.6%), interest in the activity (82.3%), excitement (41.8%),
school credit (37.6%), and an easy grade (36.2%). Only 14% of students cited skill improvement as a
reason for enrollment therefore making college activity courses more recreation focused. These
findings place “tremendous importance on quality skill development and positive student experiences
in high school physical education programs” (1991, p. 54). Results also confirmed that those who
continue to be physically active perceived their high school physical education programs more
positively.
Physical educators in states which have minimal or non-existent physical education
requirements, hope that by offering a variety of fun, relevant, and innovative activities, student
enrollment will remain steady or increase (Scantling, Strand, Lackey, and McAleese, 1995).
Unfortunately, enrollment figures declined in states which offered elective physical education. For
example, seventy-three percent of 1,438 seniors in Utah, Nebraska, and Idaho did not take a physical
education elective during their high school years. Seventy-three percent stated that other courses were
more important for college admission. Finally, fifty-two percent acknowledged they would take more
physical education if they had more time. There is insufficient time to take elective physical education
classes and college-prep courses such as calculus or advanced history.
Graham (1995) perceived a lack of comprehension among students regarding the purpose of
physical education. Is physical education a time for play, why take the physical fitness tests, should
there be learning or is participating adequate? Graham believed that in order for students to grasp the
purpose of physical education, teachers must thoroughly understand its purpose and continually
reaffirm that notion verbally and in writing. Too frequently, teachers skip to the "what" of instruction
and overlook the "why" vital to student understanding of purpose (1995). Teachers should ask
questions such as: How do students perceive the various aspects of my program? How would you
explain the purpose of physical education to an uninformed parent? What would your students say if
their parents asked them the reason they take the fitness tests twice per year? How frequently do you
tell students the purpose of physical education? What others persons could state the purpose of my
program besides co-teachers (1995)?
Figley (1985) reported dissatisfaction with grading and assessment such as students perceiving
they were expected to be highly skilled performers. For example, “They (physical educators) expected
us to be real athletes,” “Judge me on my skill rather than my effort,” “Unfair to students who try their
hardest but are not athletic,” “I thought it was unfair to fail people for not being able to run a 4-minute
mile; does it really matter how fast one runs?” (1985, p. 234). Teachers occasionally failed to explain
grading procedures and expectations beforehand.
Luke and Sinclair (1991) expressed surprise at the number of negative comments related to
clothing. Students cited not wanting to change for physical education, a lack of warm clothing for
conditions, and opposition to the dress code. Students expected greater concern for student comfort
levels and weather conditions.
Positive comments toward curricular aspects of physical education were frequently directed
towards skill acquisition or positive results in competition (Tannehill, Romar, O’Sullivan, England, &
Rosenberg, 1994). For example, “I made a basketball go through the hoop” (p. 413) or “Scoring in a
flag football game and causing an overtime win” (p. 414).
Thirty-two percent of students reported not liking physical education (Scantling, Strand,
Lackey, & McAleese, 1995). Furthermore, students disliked doing the same thing over and over
(35%), and felt that showering was an agitation (32%), males attempted and dominate (31%), winning
had too much emphasis (31%), changing clothes was a hassle (30%), classes were boring (27%),
activities were deficient (26%), facilities and/or equipment were poor (22%), classes were too large
(16%), there was an undue emphasis on team games (16%), and a dislike of coed classes (12%).
Teachers
Luke and Sinclair (1991) stated that the teacher was a more influential determinant of negative
attitudes than positive ones. Overall, thirty-two percent of negative statements and six percent of
positive statements were teacher related. Together, curriculum and teacher related comments
accounted for seventy-one of comments (1991). The highest number of negative attitudes emerged
from females electing not to take physical education (25%) compared with females choosing P.E.
(8.9%), males choosing P.E. (12.6%), and males not choosing P.E. (16.2%). Therefore, female
students not taking physical education harbor a greater propensity towards negative attitudes. Among
the twelve minor determinants, students most disliked their inability to take part in the decision making
process. They also felt evaluation should not be based solely on skill or on a singular test and wanted
more activity choices. Proven assessments methods and opportunities for choice were cited positively.
In Figley’s (1985) study, positive reinforcement accounted for thirty-seven percent of the
positive determinants for teachers. Students enjoyed being praised and recognized for their
accomplishments and efforts. Conversely, a lack of teacher reinforcement and encouragement
represented thirty-two percent of negative determinants. References were made to not recognizing
effort, comments about not trying, and comparisons to skillful individuals. Teacher characteristics,
like stern or strict, affected student perceptions of their teacher. Students expected equitable treatment
and resented differential treatment of athletes and sexes. Finally, students occasionally felt teachers
were insensitive to fear of embarrassment or injury.
Physical educators are influenced by a multitude of factors. Mitchell and Earls (1987)
suggested that perceptions of physical education impact the amount of time and resources allocated.
The past couple decades saw a reduction in the quantity of learning time allotted physical education
(Tannehill, Romar, O’Sullivan, England, & Rosenberg, 1994). Further exacerbating the problems
were student perceptions which suggested that physical education was not a “real” discipline (Carlson,
1994). Students felt that physical education was fun but had few goals or challenges, did not involve
learning, and was essentially sports. Unfortunately, the notion that physical education is not an
important discipline may have caused students to maintain different expectations regarding behavior,
effort, and performance (Tannehill, Romar, O’Sullivan, England, & Rosenberg, 1994). Parents,
echoing student perceptions, typically viewed the main purpose of schools as academics and the
development of intellectual functioning (Goodlad, 1984). They exhibited a mind-body dualism and
since physical education did not involve the mind, it was less important. Teacher desires to make
physical education “fun” for the purpose of promoting lifetime activity may have inadvertently
contributed to “non-academic” perceptions of physical education (1994). Cumulatively, various
attitudes from students, parents, and community members affected physical educator perceptions of
their discipline, which in turn affected the classroom.
Marginalization of physical education by administration and teaching colleagues negatively
impacts program quality, teacher motivation, and job satisfaction (Rovegno & Bandhauer, 1995). The
effects of marginalization are compounded by student perceptions of the importance of physical
education. Only thirty-one percent of students in Tannehill, Romar, O’Sullivan, England, &
Rosenberg’s study (1994) felt that physical education was important. Compared to other subjects,
physical education was ranked last in importance behind math, science, English, history, foreign
language, and vocational education (1994). Fifty percent of students ranked physical education as the
least important discipline, tying art. The same study also found similar results for parental support for
physical education. The trivial status often afforded physical education in the school curriculum
negatively impacted student attitudes and perceptions of the subject matter. To improve the status of
physical education, it must demonstrate measurable outcomes resulting from participation (Siedentop,
Mand, & Taggart, 1986) such as developing life-long exercise and activity habits. Tannehill and
colleagues believed in the cyclical nature of physical education (1993). A strong program produced
competent physically educated students and parents who were knowledgeable and supportive of the
program.
Perceptions of physical educator personal characteristics among students varied by study.
According to Figley (1985), fourteen positive comments and eleven negative comments were recorded.
According to Luke and Sinclair (1991), negative responses to personal qualities outweighed positive
ones forty-eight to thirteen. Students responded positively to teachers who delegated responsibility
and who exhibited sensitivity towards students (Figley, 1985).
Atmosphere
Students pointed towards fun and enjoyment (49%) and teamwork (39%) as important
environmental conditions in physical education (Tannehill, Romar, O’Sullivan, England, & Rosenberg,
1994). A comfortable atmosphere was described as informal and positive. Some example statements
include, “I made friends and got acquainted with old ones” (1994, p. 414) and “My gym teacher
stressed effort and a winning attitude. That’s the reason I enjoyed it” (1994, p. 414).
Competition was viewed differently depending on students’ perceived skill levels (Scantling,
Strand, Lackey, & McAleese, 1995). Students who perceived their skill level as low disliked moderate
and high levels of competition. Conversely, students positively perceiving their abilities made positive
comments related to competition.
Peer behaviors affected the quality of the atmosphere in the gymnasium (Figley, 1985).
Students enjoyed compliments for scoring or contributing to the team effort. Students disliked being
teased and ridiculed for their stature or specific outcomes. It seemed students were more likely to
disparage, accuse, or snub one another than offer praise.
In the Luke and Sinclair (1991) study, atmosphere was the second ranked determinant of
positive responses and the fourth ranked determinant of negative responses. Positive determinants
included freedom, movement, a break from traditional classes, and the opportunity to play together,
socialize, and meet new friends. Both males and females commented more negatively on
coeducational classes.
Student Perceptions
Many students reported negative experiences in physical education related to fitness (Tannehill,
Romar, O’Sullivan, England, & Rosenberg, 1994). For instance, “When we used to do physical
fitness, like sit-ups and stuff, it was sad to see those who couldn’t do it. I literally saw their selfesteem go down. There should be a way to involve everyone without making them feel inadequate”
(1994, p. 419). Physical educators need to reflect societal considerations regarding equity and
sensitivity for youth. Bowyer (1996) stated that teachers should organize physical fitness testing in
such a way that no student performs before their classmates. Furthermore, in order for the tests to be
meaningful, systematic opportunities for improvement must be provided.
Negative self-perceptions related to skill as well fitness. Some students were not comfortable
learning or practicing skills in front of their peers (Tannehill, Romar, O’Sullivan, England, &
Rosenberg, 1994). For example, “I’m not good at basketball, and I hate playing in front of the guys”
(p. 414). “They made me feel stupid because they were by far more athletic” (p. 414). “Everyone,
including the teacher, laughed at me because I couldn’t hit the ball” (p. 414). Figley (1985) also noted
negative reactions to conducting tests and assessments in front of the entire class.
Low skill students had different encounters with physical education (Silverman, 1993) and
blamed themselves for not being successful (Martinek, 1991). However, when low skill students
began to experience success, their attitude changed (1991). Unfortunately, unsuccessful experiences
occurred more frequently for low skilled individuals and therefore, many did not enjoy physical
education (Portman 1995). These results were affirmed by Carlson (1995) who found that sixty-six
percent of alienated students believed they were low skilled. Individual student contempt and dislike
for physical education manifested itself by failing to dress, obtaining medical excuses, simulating an
illness or injury, or refusing to participate in class.
Physical educators should avoid picking teams such that the less skilled or less popular students
are chosen last (Bowyer, 1996). Non-offensive criteria for determining teams included clothing colors,
numbering off, birthdays, and pre-determined teams. Teachers should avoid references to height,
weight, and skill level.
METHODS
Subjects
The subjects for this study were 235 college freshman, sophomores, and juniors enrolled in a
health and wellness class. There were 131 females and 104 males from various states in the
Northeastern United States. Participants were enrolled in the following disciples: physical education,
health education, athletic training, fitness and cardiac rehabilitation, physical therapy, recreation
therapy, recreation and leisure studies, and exercise science.
Instrumentation & Data Collection
The data collection instrument was a required paper submitted by students. There were two
options for the paper; write about the etiological factors of poor fitness among America’s youth or
describe their K-12 experiences in physical education. Of the 235 students in the study, 207 wrote
about their experiences in physical education. The open-ended instrument allowed students to freely
comment on their physical education experiences. A copy of the assignment handout is provided as
Appendix 1. Students were informed their submissions would become part of this study and were
assured their responses would not affect their grade. Grades were based on completion of the
assignment, quality of discussion, and writing skill on a scale of check minus (-), check (), or check
plus (+).
Validity, Reliability, and Data Classification
Following data collection, two readers read thirty student papers and agreed upon a coding
system of positive and negative responses. Five major content categories were established:
curriculum, teacher, atmosphere, student perceptions of self, and other. Thirty-one positive and thirtynine negative minor categories were established. When each paper was read, a notation was made
above each positive or negative response. The letter "N" designated negative responses and "P"
positive ones, along with the number assigned to that response. Reader number one conducted the first
reading and classification. Reader number two commenced following the first making notations where
discrepancies were found. At the conclusion of both readings, reader 1 and 2 clarified discrepancies
and made final summations. A reliability score of .907 was established.
Positive Responses by Subcategory
Curriculum
P1.
P2.
P3.
P4.
P5.
P6.
P7.
Total Responses
17 (12%)
52 (35%)
57 (39%)
0
0
14 (10%)
7 (5%)
Subtotal: 147 (25%)
Content Emphasis
Content Activity
Choice of Activity
Grading System
Time Management & Organization
Learning & Skill Acquisition
Coeducational
Teacher
P8. Practiced-Preached/Positive Role Model
P9. Personal Characteristics
P10. Good Feedback/Helpful
P11. Equitable/No Favoritism
P12. "Knew Stuff", Up To Date
P13. Motivator/Encourager
P14. Shared Responsibility
P15. Played with Students
0
21 (30%)
6 (8%)
3 (4%)
9 (13%)
23 (32%)
3 (4%)
6 (8%)
Subtotal: 71 (12%)
Atmosphere
P16.
P17.
P18.
P19.
P20.
P21.
P22.
P23.
Peer Acceptance of PE Participation
"Free"/Less Structured
Break from Sit Down Classes/Different
Social Time/Be With Friends
Competitive
Cooperative
Fun/Enjoyment
Relaxing/Relive Stress/Outlet
0
2 (1%)
78 (33%)
47 (20%)
27 (11%)
6 (3%)
70 (29%)
8 (3%)
Subtotal: 238 (40%)
Student Perceptions of Self
P24. Athletic/Excel in Sports
P25. Increased Self Confidence/Esteem
P26. Ego Trip/Superior Feeling
43 (91%)
1 (2%)
3 (6%)
Subtotal: 47 (8%)
Other
P27.
P28.
P29.
P30.
P31.
Physical Exertion
Be a Kid
Challenging
Loved/Liked Sports
Applicable to Life or Important
25 (27%)
9 (10%)
1 (1%)
2 (2%)
55 (60%)
*Total:
Subtotal: 92 (15%)
595
Negative Responses by Subcategory
Curriculum
N1.
N2.
N3.
N4.
N5.
N6.
N7.
N8.
N9.
Total per category
71 (27%)
51 (20%)
4 (2%)
18 (7%)
44 (17%)
25 (10%)
15 (6%)
16 (6%)
15 (6%)
Subtotal: 259 (41%)
Content Emphasis
Content Activity
Uniforms
Time Management/Diminished Learning Time
Shower/Getting Sweaty
Changing Clothes
Testing/Physical Fitness Tests
Grading Structure
Coeducational
Teacher
N10.
N11.
N12.
N13.
N14.
N15.
N16.
N17.
N18.
Feedback/Lack of Feedback
Failure to Teach/No Learning
No shared Responsibility/Too much structure
Personal Characteristics
Favoritism to Athletes
Burnout
Lack of sensitivity
No Motivation/Encouragement
Didn't Practice What Was Preached
1 (1%)
29 (28%)
5 (5%)
22 (21%)
33 (32%)
11 (11%)
1 (1%)
1 (1%)
0
Subtotal: 103 (16%)
N19.
N20.
N21.
N22.
N23.
N24.
N25.
N26.
N27.
N28.
Un-cool To Participate
Gender Inequity/ Stereotypes
Cooperative
Competitive
Threatening/Intimidating (Athletes)
Not Structured Enough
Fool Around/Not Serious
Boring/Not Challenging
Ridicule/Perform in front of Peers
Forced Participation
16 (9%)
11 (6%)
1 (1%)
12 (7%)
29 (16%)
7 (4%)
22 (12%)
73 (40%)
8 (4%)
3 (2%)
Subtotal: 182 (29%)
Atmosphere
Student Perceptions of Self
N29. Un-athletic/Not Competent
N30. Loss of or Poor Self Esteem
N31. Unfavorable Comparisons (weight)
18 (69%)
4 (15%)
4 (15%)
Subtotal: 26 (4%)
Other
N32.
N33.
N34.
N35.
N36.
N37.
N38.
Potential for Injury/Injury
Picking Teams
Dependence on Others (unmotivated)
Equipment/Money Shortage
Dead Time/No Activity/Standing Around
Athletes Not Excused from PE
Unimportant/ Not Applicable to Life
*Total
12 (21%)
10 (18%)
11 (19%)
3 (5%)
9 (16%)
7 (12%)
5 (9%)
Subtotal: 57 (9%)
627
DISCUSSION
Curriculum
Curriculum was the most influential factor shaping student perceptions of physical education,
accounting for twenty-five and forty percent respectively of the positive and negative comments.
Curriculum was perceived as more detrimental than favorable. Negative curricular comments
outnumbered positive ones 259 to 147 which underscores student discourse with current programming.
Luke and Sinclair (1991) discovered similar results in their research.
Seventy-one respondents commented negatively and seventeen positively towards the
curriculum’s content emphasis. Dissatisfied students sought greater emphasis on lifetime sports and
fitness and a reduced emphasis on traditional mainstream sports such as football and baseball. For
example, “There was very little focus on fitness, and most of the activities revolved around team
sports. There should be more emphasis on fitness related issues.” Students also noted the absence of
progressively sequenced curriculum since activities were frequently repeated at the same
developmental level, especially in high school. Carlson (1985) discovered that students became
uninterested when teachers used the same activities from year to year. “Ninth grade physical education
was the same thing as all the previous years.” “Sometimes gym class got boring because there was no
variety. We’d do the same thing every day for three or more weeks and every year, the same sports
during the same months until we got a new phys. ed. teacher. She was awesome and made class so
much more interesting and fun.” Physical educators should plan K-12 strands with teachers from all
grade levels to eliminate fragmented and repetitive curriculum. For example, “Another key to our
curriculum was that all of the teachers (K-12), worked together so each school had a main focus that
indirectly had an effect on the other schools.”
Unfortunately, many students partake in physical education without understanding the purpose.
Why do we have to stretch before every class (Graham, 1995)? Why do we need to take the fitness
tests twice per year in fifth grade? These questions are typical and represent teachable moments. Even
better, physical educators should address the “why” with every activity and tell students how they will
benefit. Assuming the “why” is self-explanatory leaves too much to chance and undermines the
profession. Furthermore, teachers should explain general curricular emphasis such as lifetime fitness,
character education, fitness score improvements, and other concepts. Therefore, physical educators
can prevent comments like “the focus of PE class was not very clear to anyone” and “never did anyone
explain the benefits of certain activities.”
Concerning actual activity selection, students tended to remember an unusual activity such as
rugby or a mutually enjoyable peer activity. A nearly equal number of positive (52, 35%) and negative
(51, 20%) content activities were reported. Positive comments typically related to an activity which a
student enjoyed such as table tennis, badminton, personal defense, and others. Negative activity
selections were focused on swimming, particularly among females. Others felt activities were missing,
such as “there should be more time spent on sports like dance, aerobics, and fitness.” “I disliked
physical education class because we mostly played sports that were not interesting to me.” Students
had lasting memories of highly positive or negative outcomes such as winning a basketball game with
the final shot or letting in a number of goals causing your team to lose the championship. “Our fencing
team was awesome, we won the school championship.”
Respondents overwhelmingly supported student participation in determining upcoming units
and activities (57). Graham (1995) condemned the “one size fits all” approach to physical education.
“One thing that made my experience more positive was the fact...I got...to decide what we were going
to do.” “I enjoyed being given a choice and I usually liked the activity that I picked.” It stands to
reason that physical educators should incorporate more student choice. “If some one is doing
something that they enjoy and want to do, then obviously they are going to want to do it more often.”
However, obstacles occasionally undermine activity choice implementation. First, scheduling often
places too few or too many students in a class to functionally support choice. Second, teachers are not
inclined to teach unfamiliar activities such as personal defense, yoga, and others. Some students
reported positive responses to the classroom requirement that junior PE students create an activity and
teach it to the class.
The 1972 Educational Amendments Act and Title IX, which forbid discrimination in public
education on the basis of sex, resulted in the exponential growth of coeducational physical education
classes. However, by a fifteen to seven margin, respondents rated the coeducational classroom
negatively. Female students objecting to coeducational P.E. felt that males dominated, that males
caused an undue risk of injury, and that it was “un-ladylike” to excel at sports. Henning & Stark
(2001) noted similar findings among high school girls who were inhibited from participating fully due
to fear of being perceived as overly masculine, especially in competitive situations. The males felt
inhibited, less competitive, and did not feel they could participate at 100%. For instance, “During
contact sports such as basketball, there is an obvious difference in how males play and how females
play. I felt like the other girls in class weren’t as enthusiastic about some of the activities as the guys,
and it was frustrating to watch them stand around while you wanted to participate.” They also cited a
fear of causing injury to some of the females. “For us (males), it was difficult to play without hurting
each other, much less accidentally hurting a female. I was constantly worried.” Those preferring a
coeducational environment did so pertaining mostly to social interactions.
A few students were exposed to single-sex arrangements. For example:
It was appropriate to have separate classes for boys and girls at this age (junior high),
the girls could have fun without being self-conscious about themselves. But in senior
high, my enjoyment of gym class ended on the first day. We went outside to play
football - with the guys. Generally the males are stronger and rougher. Most of the girls
just stayed on the side, out of their way. We didn’t want to be in a game with boys,
because we just weren’t good enough for them. And they didn’t want us there because
we seemed to hold them back. This attitude carried through all of high school. The
girls would sit around and talk while the guys participated. Most of the girls lost
interest in gym, except when we had all-girl classes for aerobics and swimming.
Respondents also objected to the grading structure in physical education. No positive
comments were recorded while sixteen negative comments were, generally citing having to make up
classes or written tests themselves. Students also felt the grading was highly subjective and teachers
favored athletes. Others objected to grading by participation.
Fifteen students reported negative reactions to testing, particularly the physical fitness tests.
Respondents disliked performing them in front of their peers and risking humiliation. Others believed
the tests served no purpose; they were administered at the beginning and end of the school year with no
application. “We did the tests but we never furthered it by practicing anything.” Others felt the
physical educators should make special arrangements to improve low scores. According to Bowyer
(1996), students felt their fitness skills were insufficiently prepared. Running was perceived as being
too physically demanding and students in this study expressed similar sentiments. To adequately
prepare students and prevent injury, physical educators should incrementally increase student fitness
and running performance through training. Therefore students could experience a successful one-mile
run and possibly become more inclined towards long-term fitness running. Other alternatives such as
the step-test also exist.
Forty-four students responded negatively towards sweating during class and the effects
thereafter. “Since we never took showers after class, I usually spent the remainder of my day feeling
sweaty and smelly.” Student aversion towards sweating resulted in diminished activity levels. “Most
of the other girls hated gym class because they didn’t want to sweat. So class was never very
competitive.” Other students felt the exertion in physical education reduced their learning capacity in
subsequent classes. “I did not want to perspire and become tired in gym class and then go to a class
that sometimes requires intense concentration.” Further research should attempt to determine that if
students were given enough time and privacy, would they shower and would that affect their
participation levels? Unfortunately, typical physical education classes are not allotted sufficient time
for showering. Block scheduling however would permit greater instructional periods and adequate
time for showering. Twenty-five said changing clothes was a negative determinant in physical
education.
Students, as well as teachers, understood the limited time resources designated to physical
education. Therefore, they reacted negatively towards ineffective time management. Eighteen
respondents felt too much time was wasted on poor time management, not being organized, forgetting
equipment, and teachers generally “not having their act together.” “Classes usually last forty-five
minutes, with a good twenty to twenty five of those minutes changing clothes, taking attendance, and
getting equipment. Then more time is taken either picking teams or just getting organized.” “It
became tedious and tiresome to have to dress for a fifty-minute class, get all sweaty, and then undress
and rush to my next class.” Furthermore, “in my estimation, only about fifteen minutes was spent
participating in a given activity.” Teachers need to maximize instructional time and minimize wasted
time. For example, post on a bulletin board the location of class and the clothing requirement.
Determine the teams in advance and retain them for longer periods of time. The sport education model
works well in this approach. Also, minimize transitions and allow for quick easy access of equipment.
In addition to in class complaints about time management, students also felt pressure from the
increased demands of core classes. For example, “I think that the cause of the disinterest was that
schoolwork was getting tough so that was my main concern.” Many students feel the pressure of
academics, college admissions, and other sources, all of which decrease their focus on physical
education.
Teacher
The greatest preponderance of negative comments (33) related to teacher favoritism of athletes.
Many students, especially non-athletes, perceived that teachers graded athletes less stringently, gave
them overzealous feedback, and used them disproportionately for demonstrations. Some respondents
felt treated like “second class citizens.” “It seemed the teacher…catered to only those that were
talented.” In another study, forty-two percent of students cited favoritism to athletes as a major reason
they chose not to take elective physical education (Tannehill, Romar, O’Sullivan, England, &
Rosenberg, 1994). Physical educators should be cautious about disproportionately using athletes to
model a skill or outcome. Instead, select from a diversity of students to dispel the notion of playing
favorites.
Students passionately criticized physical educators who failed to teach. Twenty-nine negative
comments were levied against teachers for a lack of learning or non-existent instruction. Students felt
that in a class devoid of learning, why should they bother changing and coming to class. Typically
such teachers were characterized as simply “rolling out the ball.” “They would give brief instructions
and then sit back and watch us play for the whole period. The never seemed to get involved with the
class.” “If we actually learned what the sport could do for us, what muscles were used, more in-depth
proper techniques, and how to prevent or deal with injury…it would be much more interesting.” Other
students felt they were not adequately prepared for participation and safety. Instruction should be
planned to progressively increase skill level such that students can benefit from game play. If you
have three students congregating around a person with the basketball, smaller activities and lead-up
games are necessary. Graham (1987) suggested providing opportunities to practice in environments
that are not official games. Therefore, students could rehearse sport skills prior to facing the pressure
of regulation contests. This would also create greater skill parity among students and reduce
instructional repetition.
Students perceived a sense of apathy and loss of control among their physical education
teachers. Some teachers (11) had become burned out and no longer were committed to quality
outcomes. “My phys. ed. teacher would always accept the sluggish behavior of some people and this
annoyed me very much.” “I lost interest (in physical education) because somewhere down the line my
teacher lost interest, there was no more challenge.” In other cases, students felt their physical educator
was an improper role model. “Physical educators should be in good condition themselves because it
will give them more credibility. I find it contradicting when physical educators emphasize the
importance of staying in shape when they are obese.” Some teachers were cynical and worn-down by
student indifference towards exercise, changing, grading, administration, and the effects of
marginalization among their colleagues. “There was not a stressed importance…on physical education
class. It was not even included in your average.”
Despite obstacles, many physical educators are leading quality programs, often with an
emphasis on skill development. This is important facet of the total physical education program
because college students, and later on adults, are inclined to participate in activities in which they feel
competent (Hildebrand & Johnson, 2001). Skill improvement builds self-efficacy, the belief in one’s
competency to perform. Self-efficacy in turn has a major impact on lifelong exercise and activity
adherence (Sallis & McKenzie, 1991). However, by failing to promote basic skill development,
physical educators may be missing a major opportunity for the promotion of lifelong fitness. “Basic
skills were no longer stressed. Instead it seemed that physical education class was becoming a
requirement which was used more to take up time, than to teach the essentials of a healthy lifestyle and
intelligent fitness choices.” “We were taught many different skills but nobody ever bothered to grade
our skills or the improvement.” “There were people of so many different skill levels, it was hard to get
a good game going.” In this study, fourteen students positively commented on learning and skill
acquisition while twenty-nine commented on lack of teaching and learning.
Physical education teachers were frequently cited (23) as excellent motivators, most likely
related to the oft-realized dual purpose of coaching. Twenty-one students cited the personal
characteristics of their physical educators positively while twenty-two cited the converse. Students
genuinely enjoyed teacher encouragement, either through words or deeds. Nine respondents stated
their physical education teachers were “up to date” and “knew their stuff.” Students also enjoyed
teachers who participated with their classes (6). Other positive comments included: “The teachers in
my high school were both fairly young…they were very approachable…and would give objective,
unbiased answers.” “A new innovative teacher was hired and respect was given to him and now he has
a very successful class that kids are interested and active in.” “Mr. Watson was a physical specimen of
a man, he would run to school in the morning, do pull-ups, and participate in all class activities, then
run or sometimes bike home. His influence was so great that when I had my first cigarette and was
caught…I called and told him so he would not have to hear it from someone else.” “Physical
education in elementary school was great and …inspiring due solely to” my teacher.
Atmosphere
The most frequent atmospheric citation (78) related to the “break” physical education
represented from traditional classroom environments. Respondents enjoyed the opportunity to “blow
off steam” and “relieve stress.” “I think having physical education was enjoyable because it was
different from the ordinary classes.” Seventy students, twelve percent of total respondents, reported
enjoying physical education. Forty-seven were fond of the opportunity to socialize with peers.
Much debate has focused on competitive versus cooperative classroom environments and
activities (Dyson, 1985). Positive comments regarding competition outweighed cooperative ones
twenty-seven to six. However, teachers should continue to endorse cooperative activities to promote a
diverse curriculum and student growth. It should be noted that the respondents were generally skilled
athletes with a positive self-perception. Future research should be conducted to correlate student
enjoyment of physical education and competitive activities with student self-perceptions. Advocates
of cooperative activities cited high and low ropes elements and the necessity of relying on a team as
positive determinants. Negative competition comments included: “It was hard enough forming
opinions and gaining confidence about oneself with daily comparison and competition.” “I believe
physical education is important but due to so much competition, I didn’t think that in high school.”
Sixteen students reported peer pressure to not participate in physical education. Etiological
factors included physical education being “uncool,” a lack of social acceptance, and a shift in attention
to non-participating students. Others felt that some activities got “too physical” and felt threatened.
Numerous students (73) regarded physical education as boring and not challenging. The fact
that student boredom exceeds all other responses categories underlies the prevalence and severe nature
of this sentiment. Students asserted that the same material was repeated year after year or presented in
a manner which was not challenging. “The things we were doing and practicing in P.E. were very easy
and bored me.” Non-taxing demands led more students to fool around during class. Twenty-two
respondents reported that people “joking around” made class seem foolish and detracted from the
learning experience. “In high school, gym class was a joke.” “It was very easy to get an excuse to not
attend and the class never had to be made up. Unless we missed an extreme number of classes, a
passing grade was given.” “It seemed that these classes were not taken too seriously so it was difficult
for me to take them seriously either. They were either boring or simply just a waste of time.” Many
students expressed support for the objectives of physical education but disagreed with the
implementation. “The biggest problem…was people’s negative attitudes toward physical education
class. Most everyone thinks the class (physical education) is a joke but really it is essential to kids
acquiring healthy activities.”
Physical educators must strive to improve programming and establish legitimacy for the
profession. New York State is presently at the forefront of this movement. In this “New Era,” the
state is emphasizing assessment of the cognitive, psychomotor, and affective domains. New York
State has implemented affective and psychomotor rubrics, graduation requirements (proficiency in
three activities, competency in six), a state physical education conceptual framework, and inclusion on
the statewide school report card (M. Kniffin, personal communication, December 3, 2002). These
guidelines will help ensure students have met New York State and National Association for Sport and
Physical Education (NASPE) learning standards for being a physically educated person. The changes
will improve learning outcomes, ensure physical education is taken more seriously, and enhance our
goal of lifetime fitness and activity. Such criteria also marked a departure from the “show up, dress up,
stand up” grading procedures of the past.
A definite pattern emerged regarding student enjoyment of physical education. Generally,
students had positive memories and perceptions of physical education during elementary school.
However, a negative shift began in middle school which continued unabated such that high school was
consistently the least favored. Wersch and colleagues (1992) found that younger children had more
favorable attitudes towards physical education than older ones. Treanor and colleagues (1998)
reported that boys, and especially girls, exhibited an unsettling drop in their enjoyment of physical
education throughout middle school. Not one student cited high school physical education class as
superior to their elementary program. “When I was in elementary school I loved physical education
class. When I got to junior high school I didn’t enjoy it as much. By the time I was in high school I
couldn’t wait for it to end.” “During elementary school, my friends and I used to get excited to attend
phys. ed. During seventh and eighth grade, gym class stared to become ‘boring.’ It was an
inconvenience being smack in the middle of the day.” “My classes started out satisfactory and became
worse as I grew older. After entering high school and attending my first few gym classes, my interest
in physical education soon diminished.” “When I reached high school, I noticed that myself and others
began to lose interest in physical education.” Growing student disinterest is a prominent issue which
suggests major reform is necessary. This trend is especially problematic because high school students
are about to embark upon their adult lives, the period during which K-12 physical education
experiences should promote activity.
Twenty-nine students reported being intimidated by their classmates, particularly athletes, in
reference to their size, speed, and ability. Physical educators should structure class to ensure
advantageous groupings and promote a positive and supportive environment. Athletes should be
reminded that they have a responsibility to promote a positive learning environment for all students.
Eleven respondents said their teachers promoted gender inequity through negative comments,
body language, and stereotypes. Normally this was directed by female students towards male teachers.
Student Perceptions of Self
Respondents generally regarded themselves as competent in various sports. Forty-three
considered themselves athletic while eighteen perceived they were un-athletic and not competent. This
posture is most likely connected to the fact respondents were enrolled in sports-oriented majors.
However, only one respondent cited increased self-confidence, a generally accepted learning objective
of physical education. Teachers should work to increase the fundament skill level of students and
address some psychological aspects of sport. Four students cited a decrease in self-confidence
resulting from physical education.
Poor self-confidence and esteem typically involved performing activities in front of peers. “I
tried every sport, however unsuccessfully, so the though of participating in these sports during gym
class, in front of all my friends, did not thrill me.” “My fitness level, which was being displayed to all
of my peers, caused my self-esteem to drop drastically.” Physical educators should take precautions to
limit potential embarrassment and promote a positive and supportive environment free from ridicule.
Other
Fifty-five students reported that physical education was important and applicable to life
whereas only five cited the contrary. “I believe physical education is just as important as an English
or a math class, it shapes you into a well rounded person, and that is just so important.” “Physical
education class should be just as important and meaningful as any core subject, if not more stressed
because it deals with a person’s health.” Students recognized the importance of physical education in
maintaining long-term activity and health. “Having positive experience at a young age is what sets the
basis for the rest of an individual’s physical fitness habits.” The opportunity for physical exertion and
movement was a positive experience for twenty-five respondents.
Determining teams, cited by ten students, should not be aversive or detrimental to self-esteem.
Non-demeaning methods include picking the teams yourself, basing teams on shirt colors, numbering
off, or having a captain use the grade book. A myriad of possibilities exist but certainly avoiding
lining the students up and having captains pick from most competent to least. “I hated gym class my
freshman year in High School because we had to pick teams. I would be one of the last people
picked.”
Students who enjoyed physical education and participated fully were “annoyed” with students
who were far less skilled or were not serious. Eleven students said they were not able to participate to
the level they desired. One student felt physical educators should “Eliminate people going all out
while others are at half speed (separate into competitive and non-competitive groupings).”
Seven students felt that athletes should be excused from physical education due to time
constraints and the physical benefits accrued during practices and competitions. However, such
rationale is flawed. Students are not excused from English because they are members of the book club.
Nor should students be excused from physical education because they are members of athletic teams.
Physical educators must not provide the impression physical education is unnecessary or expendable.
Contrary, we must work to maintain state mandates and attempt to increase required instructional time
whenever possible. The alternative, reinstating physical education mandates and instructional time
once lost, would prove extremely difficult.
Positive Comments
This study focused more on negative aspects of physical education as a modality for improving
the profession. However, there were many positive comments that should not go unmentioned:

“The time spent on physical education is very valuable in young people’s lives, and should be
meaningful and used properly.”
 PE was "an environment where one could meet others and communicate on an interpersonal
level.”
 It “involved a method daily exercise, and a way to relieve stress.
 “My good experiences…were classes in which everyone worked together as a team, and no one
was singled out as an individual.”
 “Physical education was an outlet for stress and a break from ordinary classes.”
 “The positive experience that I underwent was an indirect effect of enthusiastic teacher who
knew and realized what students enjoying doing and also what would benefit them in the long
run.”
 “The relaxed atmosphere …made it easier to think of the teachers as people, someone students
could talk to.”
 “If a child is not exposed to various forms of physical activity, then that child may never
receive a motivation to participate in activities that will keep him/her healthy.”
Suggestions
The initial college-required assignment asked students what could be done to make the time in
physical education more meaningful. Students responded with a myriad of suggestions including:
 “Fitness should be incorporated into every class, not just a unit and forgotten.”
 “Alternate between two classes in the gym and one in the classroom.”
 “Keep teams consistent for longer periods of time and incorporate more tournaments.”
 “Chart activity time on the wall and reward the best class.”
 Physical education “should be graded as any other class would be, and have a strict attendance
policy.”
 “Get non-athletes involved in after school intramurals, set open gym times for weightlifting,
and maybe trying to organize weekly aerobics sessions.”
 “If students were practicing and playing with other students of a similar skill level, then the
students would be less likely to become frustrated if they did not perform as well as other
children.”
 “Include classes on anatomy and physiology for anyone interested in body related majors in
college.”
 “Put up a suggestion box and use course evaluations.”
 “Focus more on the warm-up to decrease the likelihood of injury.”
 “Develop a consistent program for the injured and excused”.
 “PE can frustrating when only some put effort in, encourage all to their fullest.”
 “The teachers should stop doing their own thing and be more consistent.”
 “Provide other testing options like projects, presentations, and papers.”
 “Incorporate less mainstream activities like karate, personal defense, and mountain biking.”
 “Eliminate the people who are poor sports.”
 Incorporate other activities like CPR and First Aid, power walking, and yoga.”
 Assign a paper on first day: “The Purpose of Physical Education.”
 “Use longer classes to reduce the percentage of time spent for changing (double periods or
block scheduling).”
Conclusion
Physical education has many strengths, which should be perpetuated, but clearly it also has
many deficiencies, most of which are within the control of teachers themselves. Physical educators
must improve programming to promote the goal of lifetime fitness, ensure personal growth, develop
skills, and guarantee the survival and growth of the profession. Furthermore, teachers must keep in
mind that the students in our classrooms today are the stewards of physical education tomorrow.
In closing, physical educators must strive to focus greater energies on developing positive
attitudes towards physical education and modifying negative ones. The identification of specific
determinants of attitudes in this study and others can serve as a beginning (Figley, 1985).
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Appendix 1
Assignment Outline
In 1990, a study indicated that children of today are less fit and more fat than any previous generation.
In the study, the following findings emerged.
 20% to 30% are overweight
 50% do not get enough exercise to develop cardiovascular health
 98% have at least one heart disease risk factor
 For youngsters aged 6-17, the national average for cholesterol levels is 168 (150
would be considered good)
Write a two-page paper (typed, double spaced no more than 12 point typeface with one inch margins).
Be sure to address the following issues and give examples, when appropriate. Please include a cover
page with your name and age.
DO NOT put your name on the narrative portion of the paper.
Given the information above, please respond to the following questions.
 Are kids required to move as much as they have had to in the past?
 What should be done in schools to address this problem?
 What should be done at home to address this problem?
 When it comes to exercise, what kind of role model will you be for your children?
 As a society, what are the implications for future health care costs if we allow this
trend to continue?
OR
Write a two-page paper (typed, double spaced, no more the 12 point typeface with one inch margins).
Please address the following issues and give examples, when appropriate. Please include a cover page
with your name and age. DO NOT put your name on the narrative portion of the paper.
Relating your experiences in physical education class






Was it a positive or a negative experience?
What made it positive or negative?
If you lost interest in physical education, when did it happen? Was there a
particular incident that occurred or did you just become bored?
What was the focus of the physical education curriculum? Did it focus on team
sports or lifetime activities? What, if any, attention was given to fitness?
What could be done to make the time spent in physical education more meaningful?
How important to you perceive physical education to be? (You may qualify this
question, i.e., I believe it to be important however)
“I believe there are always going to be people who don’t like physical education in general. Most of
those people probably don’t enjoy exercising.