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Relatively little is known about the ways in which children understand and perceive how they learn tasks or skills in physical education classes. The purpose of this study was to use a constructivist framework to explore how children express their experiences, thoughts, and feelings about how they learn in physical education classes. A variety of methods (semistructured interviews, draw and write exercises, and focus groups) were used to examine how 29 children, aged 11–13, perceived assigned tasks. Results indicated that these children could express themselves in a limited way about their learning experiences and that each method yielded similar and different information. We discuss the implications of these findings for research methodology and quality instruction in physical education.

Background: Digital video has been increasingly adopted as a pedagogical tool in physical education. One implementation is in teaching students' tactical understanding in games, in which it can promote students' perceptions and shared understanding in learning tactical situations within a game-based approach. Purpose: The central aim of this study was to explore how mutual agreement and accuracy of students' perceptions of tactical aspects of a basketball game situation and students' perceived learning outcomes are influenced by using a debate of ideas (DI) setting that is enriched with video footage from digital tagging the foregoing game play. Participants and setting: Two groups of secondary school students (N = 20, 11-13 years) judged the tactical appropriateness of 'shooting at the basket' in modified basketball games during three lessons. In-between two matches, a debate of ideas session was organized. One group of students introduced video-tagged video-clips into the debate, while the second group debated without video-clips. Students' mutual agreements in identifying and judging a shot on basket was assessed, as well as the accuracy of students' judgements of shots during the games. In addition, students' perceived learning outcomes were determined after each lesson. Findings: The results of the study revealed for both groups relatively low percentages of agreement among students with respect to identifying and judging a shot on basket. This shows that students perceived the situations that were debated differently. Similarly, both groups showed low accuracy in their judgements regarding the appropriateness of the shot. No group differences were revealed. However, students of the video-guided group had increased shared understanding regarding their perceived learning outcomes in comparison to students that debated without video. Conclusion: The debate of ideas in a pedagogical game-setting generated a variety of meanings about tactical situations among students, which were weakly dependent of the debate being enriched by digital video. Student-centered debates supplemented with video-clips can support teachers in promoting students' shared understanding of tactical learning objectives of games.