Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education

Kerner, Charlotte; Haerens, Leen; Kirk, David

doi:10.1111/josh.12644

Cited by 16 publications

(18 citation statements)

References 35 publications

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“…The perception of PE as a subject totally different from other subjects in school was underscored because testing and grading bodily skills and performance was perceived as a sensitive and problematic matter. Similar findings are pinpointed in other studies (Kerner, Haerens, and Kirk, 2018;Ridgers, Fazey, and Fairclough, 2007;Strandell, Bergendahl, and Kallings, 2002).…”

Section: Curricular Intentions and Students' Experiencesa Paradox?supporting

confidence: 90%

“…Teaching style and behaviors within PE that support the development of physical competence in students have been shown to be crucial. This means providing students with clear guidelines on how to complete an activity combined with a clearly defined purpose of the activity and expressing expectations and providing feedback on performance (Kerner, Haerens, and Kirk, 2018). Solmon (2015) also underscores the importance of learning activities being structured so that students view success as a realistic possibility.…”

Section: Formative Versus Summative Learning In Pementioning

confidence: 99%

“…Physical education (PE) is a core subject for children and adolescents in Norway, from primary school through secondary school, and PE is the only subject in school where physical activity and the body are key (Eriksen, 2012;Kerner, Haerens, and Kirk, 2018;Slagstad, 2015). In this study, we sought insight into how Norwegian high-school students experience PE and how their experiences influence their perceptions of and participation in PE classes.…”

Section: Introductionmentioning

confidence: 99%

“…Internationally, there are studies from a firstperson perspective that suggest that, unlike other school subjects, PE may contribute to students' experiencing vulnerability with respect to exposure of their physical appearance and skills (Kerner, Haerens, and Kirk, 2018;Ridgers, Fazey, and Fairclough, 2007;van Daalen, 2005). Negative experiences with PE have been reported to be mainly due to psychological and/or social challenges among students, for example, body dissatisfaction, perceived bodily competence, body image, and feelings of inferiority (Kerner, Haerens, and Kirk, 2018;Strandell, Bergendahl, and Kallings, 2002). It is important that professionals working with students in schools have knowledge about students' experiences of PE classes, and of physical activity in general, including essential variations among students.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Physical education classes – a double-edged sword: a qualitative study of Norwegian high-school students’ experiences

Pedersen

Thornquist

Natvik

et al. 2019

Physiotherapy Theory and Practice

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Aim: The aim of this study was to explore students' experiences of physical education (PE) and to gain insight into what contributes to engaging them in PE. Methods: A total of 316 second-year high-school students from five schools participated by completing a school assignment. The data were analyzed according to content analysis. Findings: Two main themes were developed. The first was One-sided emphasis on performance, bodily skills, and assessment with the corresponding sub-themes: Skills and performance; and Assessment, tests, and grading. The second was Wish for play, respite, co-determination, and togetherness with the sub-themes: Play and spontaneity; Respite, Togetherness and cooperation; and Co-determination and engagement. Our findings reveal a wide range of student experiences with PE classes, from a welcome respite in an otherwise sedentary and theoretically dominated day at school and enjoying being physically active with classmates, to frustration about extensive use of tests, lack of mastery, and feelings of exclusion. Conclusion: To be consistent with the values of the Ministry of Education in Norway, we conclude that the content and mode of delivery of PE in schools would benefit from being rethought if the intent is to facilitate children to stay physically active. Norwegian physiotherapists are promoters of health and physical activity across the lifespan. As part of health services in schools, they are in a prime position to optimize the PE experience for students.

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Section: Curricular Intentions and Students' Experiencesa Paradox?supporting

confidence: 90%

Section: Formative Versus Summative Learning In Pementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Physical education classes – a double-edged sword: a qualitative study of Norwegian high-school students’ experiences

Pedersen

Thornquist

Natvik

et al. 2019

Physiotherapy Theory and Practice

View full text Add to dashboard Cite

show abstract

“…Thus, enhancing children's self-perception of physical ability and pleasant emotions could ensure interest and adherence to PA [12,14]. Conversely, PA seems to increase body satisfaction through improvements in physical fitness and changes in perceived physical competence [19,20].…”

Section: Introductionmentioning

confidence: 99%

Changes in Physical Activity, Motor Performance, and Psychosocial Determinants of Active Behavior in Children: A Pilot School-Based Obesity Program

et al. 2020

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The obesity epidemic and the decline of fitness among children highlights the need for suitable interventions designed to promote Physical Activity (PA) and healthy habits. The purpose of our pilot study was to assess the feasibility of a school-based program among overweight and obese children, by examining changes in their body composition, PA, physical fitness, and some psychosocial determinants of active behavior. An additional objective was to investigate the reciprocal relationship over time between PA and body image. Self-reported PA and health-related fitness tests were administered to 18 overweight and obese children (11.3 ± 0.4 years), before and after a 6-month intervention including nutritional education, skill-learning, playful physical activities, and exercise training. Participants were assessed on body composition, perceived physical ability, body image, and pleasant and unpleasant psychobiosocial states towards PA. After treatment, children showed decreased body mass index, body fat percentage, arm and waist circumferences, and skinfold thickness. Actual and perceived physical abilities, body image, and PA also improved over six months. Cross-lagged correlations suggest body image to be an antecedent to being physically active. Results showed that the multi-component school program may have sustainable benefits in reducing adiposity indicators and improving exercise adherence, physical fitness, and psychological well-being.

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The physical education pedagogical approaches in nurturing physical literacy among primary and secondary school students: A scoping review

Wong

2022

International Journal of Educational Research

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Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education

Abstract: Teachers should focus on enhancing pupils' perceptions of competence in physical education to support the development of body satisfaction.

Cited by 16 publications

References 35 publications

Physical education classes – a double-edged sword: a qualitative study of Norwegian high-school students’ experiences

Physical education classes – a double-edged sword: a qualitative study of Norwegian high-school students’ experiences

Changes in Physical Activity, Motor Performance, and Psychosocial Determinants of Active Behavior in Children: A Pilot School-Based Obesity Program

The physical education pedagogical approaches in nurturing physical literacy among primary and secondary school students: A scoping review

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