Resilience in physical education: A qualitative exploration of protective factors

Abstract

Resilience refers to findings that some individuals have good outcomes despite exposure to stressors, and protective factors are defined as influences that alter a person’s response to such stressors. Academic resilience research identifies factors that promote positive educational outcomes; however, no research to date investigates student resilience in the unique context of physical education. The current study sought to explore protective factors that alter secondary school students’ responses to the common stressors associated with physical education participation. Interviews and focus groups were conducted with six teachers and 54 students, and transcripts were analysed using thematic analysis. In line with the conceptualisation of protective factors, higher-order themes of individual assets and environmental factors were identified. Individual assets included personality, cognitive factors (e.g. value of physical education activities) and behavioural factors (e.g. attending extra-curricular activities). Environmental factors included teacher and peer support and the relative importance of physical education promoted by the school and parents.

Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren

“…This topic also includes a new concept in the field of sports psychology, resilience considered as the set of intrinsic qualities that make up an individual's ability to overcome situations of adversity and provoke stress [35]. Authors such as Wilks and Spivey [36] or Zurita [37] address this issue in relation to the overcoming of stages linked to academic, social or health and mental physics.…”

Adaptation and Testing of the Factorial Structure of the Physical Education Grit Scale for Use in Secondary Education in Spain

“…Therefore, it can be suggested that the results of the present study are in line with the results of the original scale. Furthermore, similar studies have shown that resilience in the PE classroom has a positive influence on academic performance [ 7 , 8 ], while stress and anxiety have a negative influence [ 32 ]. This is because the experiences students have during PE lessons are key to students’ adherence and engagement in order to overcome adversities that may arise.…”

“…This allows young people to be better prepared for the demands and challenges they may face in everyday life [ 4 , 5 ]. In the face of these adverse circumstances present during Physical Education classes, students can develop a series of internal mechanisms that allow them to overcome the adversities they face and obtain a series of benefits, not only an improvement in relation to their mental, cognitive and social health [ 6 , 7 , 8 ], but also in achieving academic goals focused on motor skills and abilities, as well as behaviours focused on regular physical activity and long-term healthy eating [ 7 , 9 , 10 ]. Therefore, in recent years several studies have emerged (e.g., Duckworth et al [ 11 ] and Duckworth and Quinn [ 12 ]) trying to analyse the effect of Grit, as an indicator and essential component of success and achievement.…”

Students’ perceptions of visibility in physical education

“…PE should offer learning opportunities to help students navigate their experiences and develop appropriate coping strategies. Tudor et al (2020) highlight the need to encourage students to approach new challenges to promote positive outcomes and enhance their resilience to stressors. Teachers have the opportunity to see more aspects of the students and get to know the students better through physical, motor and social activities.…”