A Summary of North American High School Students’ Perspectives of Physical Education

Previously publish in Volume 86, Issue 1

Abstract
The World Health Organization (2018) reports that more than 80% of adolescents are insufficiently active. Physical education (PE) is a critical subject for promoting increased physical activity (PA) in youth. By examining student perspectives of PE, teachers and administrators will be better able to design and implement classes that maximize enjoyment and promote PA. This paper summarizes the research on North American high school student perspectives of PE, examines why students participate in PE, what makes PE a positive or negative experience, and provides recommendations to help more students create positive memories of PE. Three factors were especially important in creating positive experiences: providing choice and a variety of activities, creating a welcoming environment and having a supportive teacher. In contrast, negative experiences were often due to negative assessment practices, competition and negative interactions with other students, repetition of activities and a perceived lack of competence

School physical education (PE) is a critical subject for promoting increased physical activity (PA) and providing the skills and knowledge to live a healthier life (Gibbons & Gaul, 2004; Humbert, 2006; Mandigo, 2010; Moore & Fry, 2017; World Health Organization, 2018). In most geographical locations across Canada, students are required to participate in PE until at least grade 10, with optional courses in grades 11 and 12 (Active for Life, 2020). Despite the benefits of PE, participation rates have dropped (Faulkner et al., 2007) in non-mandatory PE classes and teachers are challenged to meet curricular guidelines and provide meaningful PE while also validating PE as a core component of the educational system (Petherick, 2013). To ensure positive participation in PE, we must understand student experiences and use that information to drive change (Couturier, Chepko & Coughlin, 2005; Gibbons, 2004; Robinson, 2012; Van Daalen, 2005).  

However, students report vastly different memories of PE. Some remember positive experiences that assisted in social inclusion (Taylor & Dohery, 2005) while others remember PE as 'awful' or 'terrible' (Van Daalen, 2005, pg. 117). By examining student perspectives, teachers will be better able to design and implement PE that maximizes enjoyment, promotes PA (Smith, St. Pierre & Peter, 2009) and increases participation in PE programs once no longer mandatory. Therefore, this paper examines the perspectives of North American high school students through grades 9-12 in both required and optional PE courses to guide recommendations for improving PE experiences for all high school students.  
 
Why Do Adolescents Participate in PE? 

Students acknowledge that PE is important for physical and social benefits with the majority of students claiming they participate in PE because of the health benefits (Azzarito, Solomon & Harrison Jr., 2006; Couturier, Chepko & Coughlin, 2005). Zeng’s, Hipscher’s & Leung’s (2011) examination of students’ attitudes regarding PE showed that adolescents believe that PE is beneficial and not a ‘foolish’ pastime (pg. 532). Participating in PE because it is fun is another major benefit according to students (Couturier, Chepko & Coughlin, 2005; Rikard & Banville, 2006; Woodson-Smith, Dorward & Linder, 2015; Taylor & Dohery, 2005). In addition, students who are new to Canada find that PE provides them with opportunities to experience Canadian culture and practice English (Taylor & Dohery, 2005). 

Unfortunately, despite recognizing the benefits of PE (Halas, 2004), many students choose not to take PE courses once they are no longer mandatory. Students cite reasons such as the prioritization of academic subjects (Allison et al., 2005; Bibik, Goodwin & Omega-Smith, 2007; Davis, Zhu & Haegle, 2018), participating in PA elsewhere, and in some cases share devastating negative experiences (Ebbeck, 2014; Solomon, Katz, Steed & Temkin, 2018; Trout & Graber, 2009). Thus, there seems to be a disconnect between students’ recognition of the benefits of PE and their enjoyment and participation (Gibbons, Temple & Humbert, 2014; Petherick, 2013; Van Daalen, 2005). Teachers who understand these challenges and the perspectives of high school students in PE will be better able to support their students to have positive experiences in PE.  

What Factors Make PE a Positive Experience? 

Creating positive experiences in PE is essential to promoting current and future PA (Moore & Fry, 2017; Simonten, Garn & Solomon, 2017; Smith, St, Pierre & Peter, 2009). The literature demonstrates that three factors are critical in creating positive experiences: providing choice and variety, creating a welcoming environment and having a supportive teacher.  

Choice and Variety 

The desire for more variety and choice is apparent in many of the studies examined in this paper (Couturier, Chempko & Coughlin, 2005; Gibbons & Gaul, 2004; Rikard & Banville, 2006; Timken, McNamee & Coste, 2019). In the following section, examples from different student populations are provided to support the desire of many students to have more choice and variety in what is taught.  

Students recognize that a variety of experiences allow them to try activities they might never attempt on their own and helps them realize that fitness and health can take many forms (Gibbons & Gaul, 2004). One study shows that 65% of students enjoy participating in lots of different activities yet, 54% of students would still like to see more variety (Couturier, Chempko & Coughlin, 2005). This demonstrates that while some programs have focused on increasing variety, others are still falling short.  

Female students in particular identify a desire for greater focus on cooperative and lifetime PA. Couturier, Chempko & Coughlin (2007) found that 44% of females would appreciate more fitness activities compared to 34% of males. Likewise, Wilkinson & Bretzling (2011) found that 74% of females preferred fitness over sports. Female students are especially excited to try independent activities that build confidence in community facilities as an alternative to the team sport focus of traditional PE (Gibbons, 2009; Gibbons, 2014). However, not all studies show the same preferences. Multiple studies found that students would enjoy having more sports (Bibik, Goodwin & Omega-Smith, 2007; Rikard & Banville, 2006) with up to 62% of students preferring team sports (Zeng, Hipscher & Leung, 2011). Thus, it is apparent that students enjoy different activities and teachers should provide a wide variety.  

Choice is acknowledged as being crucial to the success of a program (Gibbons, 2014; Timken, McNamee & Coste, 2019). Astonishingly, 76% of students would like to pick their own activities (Couturier, Chempko & Coughlin, 2005). In some cases, students resist participation when the activity is perceived as unwelcoming or not a choice (Azzarito, Soloman & Harrison, 2006; Halas, 2004). Ultimately, the desire for more variety and choice provides an opportunity for teachers to connect with students and involve them in course development and implementation. Utilizing input from students allows them to feel more responsible, engaged and valued and may lead to greater participation rates (Azzarito, Soloman & Harrison Jr., 2006; Gibbons & Gaul, 2004; Gibbons, 2014). In many cases, providing choice in curriculum content may be difficult given local curricular expectations. Some suggestions on how to incorporate choice and variety are provided in following sections, however teachers are challenged to find innovative ways that meet local curriculum while enhancing choice and variety for students where possible. 

Welcoming Environments 

Positive and welcoming environments are vital for promoting positive PE. Specifically, environments that encourage mastery goals, ownership and empowerment allow students to feel more confident and increase the likelihood they will enjoy PA outside of PE (Girard & Lemoyne, 2018; Moore & Fry, 2017). Li, Rukavia & Foster (2013) discovered that obese students felt especially cared for in learning climate that focused on cooperative learning and personal improvement. In addition, environments that are safe and supportive allow students to try again after a failure (Gibbons, 2009; Gruno & Gibbons, 2016).  

The debate over the benefits of single gendered PE versus co-educational PE is well established in the literature, and can have a large impact on students’ perception of the PE environment. Some of the studies examined in this paper preferred co-educational classes (Bibik, Goodwin, Omega-Smith, 2007; Zeng, Hipscher & Leung, 2011); however, most students preferred segregated PE as it was perceived as more welcoming, relaxed and safe than co-educational experiences (Azzarito, Soloman & Harrison, 2014; Couturier, Chepko & Coughlin, 2005; Gibbons & Gaul, 2004; Gibbons, 2009; Gibbons, 2014; Gibbons, Temple & Humbert, 2014; Gruno & Gibbons, 2016; Timkin, McNamee & Coste, 2019; Van Daalen, 2005). Therefore, providing single gender PE classes is an important factor to consider as it may increase perceptions of a welcoming and supportive environment.

Supportive Teachers 

PE teachers are central to an adolescent’s experiences in PE (Rikard & Banville, 2006; Smith, St. Pierre & Peter, 2009). Despite multiple findings that students interpret their PE experiences differently than teachers (Azzarito, Soloman & Harrison Jr., 2006; Girard & Gibbons, 2018), teachers are a prominent feature in positive PE experiences. Students identify good teachers as having important impacts on PE class as well as other areas of life (Moore & Fry, 2017) and suggest that a teacher is as meaningful as the course content (Gibbons & Gaul, 2004). Students who are newly arrived to Canada identified teacher support as being especially significant in encouraging participation and understanding expectations (Taylor & Dohery, 2005). PE teachers who provide opportunities for ownership (Moore & Fry, 2017) and who were responsive to new student ideas (Gibbons, Temple & Humbert, 2014) increase student engagement and enjoyment. 

Teachers who demonstrate enthusiasm for PE, provide encouragement and demonstrate caring are an important factor in the enjoyment of PE (Smith, St. Pierre & Peter, 2009). Larson (2006) found that even small amounts of caring and positive teaching practices can be instrumental in a good PE. She suggests that teachers who recognize their students, help them learn and respect them have major positive impacts. Likewise, Li, Rukavia & Foster (2013) found that students who were overweight had more positive experiences when their teacher provided adaptations and quality feedback while creating a connection by being supportive and reinforcing expectations. In addition, teachers who clearly communicate expectations are more likely to have a positive impact on their students (Larson, 2006; Li, Rukavia & Foster, 2013; Simonten, Garn & Solomon, 2017; Smith, St. Pierre & Peter, 2009).

Unfortunately, some researchers also highlighted cases of negative teaching practices. Van Daalen (2005) described many female students as "feeling judged, pushed and ridiculed" by their teacher (pg. 118). Similarly, overweight students shared disheartening examples of negative experiences (Ebbeck, 2014; Trout & Graber, 2009). Ben explained that sometimes his teacher asked him to sit out, while Lucas reported that if he slowed to catch his breath, the teacher would punish the entire class with more running (Trout & Graber, 2009, pg. 278). Thus, it is clear, that while a great teacher can create a great PE experience a poor teacher can lead to a poor experience. Thus, teachers should share their enthusiasm, provide constructive feedback, demonstrate caring behaviors and strive to be a positive role model. 

What Factors Make PE a Negative Experience?

While examining positive factors is important to understand student PE experiences, understanding negative experiences is essential. Several themes emerged within the literature as related to negative experiences in PE: negative assessment practices, excessive competition, repetition of activities and a perceived lack of competence. 

Negative Assessment Practices 

Assessment in PE is a necessary and critical practice; however, it is important for teachers to understand the impacts of negative assessment practices on students.  For some students assessment in PE is associated with intense anxiety (Petherick, 2013) and described as 'unbearable' (Van Daalen, 2005, pg. 118) or ‘humiliating’ (Solomon et al., 2018, pg. 26). The fear of being unskilled in a public assessment is devastating to students (Gruno & Gibbons, 2016; Smith, St. Pierre & Peter, 2009; Van Daalen, 2005) and many students view fitness tests as particularly negative (Ebbeck, 2014; Davis, Zhu & Haegle 2018; Trout & Graber, 2009). Interestingly, students suggest that assessments that place emphasis on effort and personal goals are fair (Gibbons, 2014; Gruno & Gibbons, 2016).  

Many PE programs also assess students on hygiene expectations such as changing for class, however, students have concerns regarding these expectations. More than 64% of students explained that they did not participate in PE because they do not like being sweaty (Couturier, Chepko & Coughlin, 2005). In addition, Petherick (2013) reported that many female students in her study felt expectations and their impact on assessment were unrealistic, citing examples such as forgetting a hair tie affecting marks. More than half of students felt they did not have enough time to change and students were uncomfortable with expectations around changing in front of others (Couturier, Chepko & Coughlin, 2007; Halas, 2004). Van Daalen (2005) noted that some female students would rather skip class than expose their bodies to their peers due to instances of harassment and shame. 

Competition  

Competition is a factor that can drastically alter enjoyment in PE (Smith, St. Pierre & Peter, 2009). In most studies, excessive competition is a negative component of PE and in some cases was a primary reason for students dropping PE once no longer mandatory (Van Daalen, 2005). In others, PE was neither fun or engaging when performance was the primary outcome (Lodewyk & Prybus, 2013; Petherick, 2013). Female students felt especially vulnerable in classes where competition was the focus (Woodson-Smith, Dorward & Linder, 2015), with only 52% of females stating that they like competitive team sports compared to 82% of male students (Couturier, Chepko & Coughlin, 2007).  

While competition as a negative factor was common, so were instances of intimidation and attempts to fit in (Van Daalen, 2005). Lack of social support was a discouraging factor to participation, especially when interactions were between genders (Azzaritio, Solomon & Harrison Jr., 2006; Timken, McNamee & Coste, 2019). Some participants reported being laughed at for their appearance, or their poor performance in activities (Trout & Graber, 2009; Smith, St. Pierre, Peter, 2009). Other students expressed frustration with peer behaviors, especially when other students didn’t try or listen (Lodewyk & Prybus, 2013; Rikard & Banville, 2006). 

Repetition and Perceived Lack of Competence 

While choice and variety were associated with positive experiences, repetition of the same activities as previous years and a perceived lack of competence in those activities is perceived negatively. More than 45% of students agree that they don’t enjoy repeating activities every year (Couturier, Chepko & Coughlin, 2005) and voice the need for more originality (Davis, Zhu & Haegle, 2018; Rikard & Banville, 2006; Smith, St. Pierre & Peter, 2009). This repetitive nature in PE creates a perceived lack of competence as students who excel at these activities continue to do well, while other students never experience activities where they might shine. In fact, despite the repetitive nature of many programs, most students reported that they did not believe their skills in PE were improving (Couturier, Chepko & Coughlin, 2005; Rikard & Banville 2006; Trout & Graber, 2009) and experienced a strong sense of not being good enough (Azzarito, Solomon & Harrison Jr., 2006; Van Daalen, 2005).  This raises a unique challenge for teachers who must provide enough consistency to encourage growth and improve skill acquisition, while providing enough variety to engage and challenge students.   

Recommendations 

Unfortunately, improving students' experiences in PE does not have one simple solution. Therefore, these recommendations are intended to provide guidance for teachers looking to increase their students’ enjoyment and participation in PE. Teachers should provide more choice and variety, ensure that they clearly communicate expectations and create supportive environments. 

Provide Choice and Variety 

The desire for choice in high school PE arises in the majority of studies examined in this review. Offering choice in course content provides students with ownership over their PE experience and increases enjoyment (Moore & Fry, 2017). Teachers should provide students with the opportunity to choose activities provided this choice can be appropriately integrated while still meeting local curricula. For instance, teachers may provide a few choices for field trips and the students could vote on which one they are most interested in. Alternatively, teachers could provide a few days each semester where students are allowed to participate in an activity of their choice. In larger schools with multiple PE classes, teachers could work together to offer multiple activities on select days allowing students to spend more time participating in their preferred activities. While providing choice can be difficult while striving to meet curricular outcomes, it can transform a student’s experience and should be provided wherever possible. 

Teachers should also strive to provide a variety of course content over the semester. In many cases, novel content can increase enjoyment (Smith, St. Pierre & Peter, 2009; Rikard & Banville, 2006; Timken, McNamee, & Coste, 2019) and level the playing field between students of different skill levels. Teachers are thus encouraged to instruct a variety of lessons that have the same skill acquisition goals in unique ways; for instance, playing a variety of games that encourage dribbling skills. Teachers should take care not to make assumptions about who will prefer each activity, but rather provide a multitude of experiences for all students while balancing providing novel content with enough consistency to develop skills.  

Providing choice in course selection for non-mandatory PE programs may also increase participation at the higher-grade levels. In some cases, tailored courses can be a successful way to meet the needs and interests of students (Gibbons & Gaul, 2004; Gruno & Gibbons, 2016). Examples include outdoor education programs and fitness programs such as yoga or sport performance. Administrators should consider alternative opportunities for PE that meet curricula while encouraging participation and new experiences.  

Clearly Communicate Expectations

It is essential that teachers clearly communicate their expectations (Simonten, Garn & Solomon, 2017) as clear expectations can have a substantial impact on a student’s perception of PE. Teachers should explain why and how assessments are made and describe the importance of certain skills. Emphasis should be placed on effort and improvement and if possible, assessments should be completed outside of the public eye. To build confidence and enjoyment, teachers should commend students on a job well done, but refrain from commenting on negative performances in front of other students. Teachers should consider involving students in creating their own goals to help provide meaning to fitness tests and other assessments. If changing for class is part of the assessment for a PE class, ensuring that students understand the expectations (Halas, 2004) and how they influence their grade may have a large impact on students’ preparation. Discussing the importance of proper hygiene, and providing adequate time and facilities to change in can greatly reduce the negative experiences of some students. In some cases, it may be valuable for schools to have a supply of extra clothes to support students.  

Create Welcoming Environments 

Creating welcoming environments is essential to ensuring students feel safe and encouraged. Teachers should strive to build relationships and encourage participation by grouping students into similar skill levels, utilizing supportive teaching practices and managing negative behaviors of other students. 

Grouping students by skill level allows all students to try their best and can limit feelings of comparison for students who are less skilled (Li, Rukavia & Foster, 2013; Trout & Graber, 2009) and feelings of frustration for more skilled students (Lodewyk & Prybus, 2013; Rikard & Banville, 2006). By allowing students to participate with and against students who are similar to them, all students have more fun and feel more competent and cared for. This suggestion may not always be appropriate, as it may increase feelings of inadequacy for students who are placed in a ‘lower’ skilled group. It may be more valuable to allow students to choose their level of competitiveness, for instance having half the gym for those students who want to play for fun and the other half for those students wish to be more competitive.  

Teachers who demonstrate enthusiasm and caring are perceived as being especially supportive in encouraging PE participation (Li, Rukavia, & Foster, 2013; Smith, St. Pierre & Peter, 2009; Timken, McNamee, & Coste, 2019). Teachers can demonstrate compassion and caring by taking an interest in their students, providing modifications, and by providing encouragement and constructive feedback for skill development (Larson, 2006). In some instances, participating with students is welcomed as it demonstrates the enthusiasm and importance that a teacher places in PE (Li, Rukavia, & Foster, 2013; Smith, St. Pierre & Peter, 2009). Lastly, teachers can build a welcoming environment by enforcing respect and ensuring positive interactions between classmates. While it is not possible for a teacher to be present in every interaction, this can be accomplished by modeling encouraging behavior, recognizing when students are supporting each other and stepping in as soon as behaviour becomes inappropriate.  

Conclusion 

By listening and responding to students’ positive and negative experiences we can create PE programs that are engaging and empowering (Halas, 2004; Moore & Fry, 2017). Since teachers play a vital role this review aims to guide teachers by providing research informed recommendations to improve their teaching. Specifically, good teaching includes clearly communicating expectations, providing choice and variety in classes while striving to  create welcoming environments. In many cases, these may be integral first steps towards improving students’ perspectives of PE. 

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