Sierra Nevada College

IMPROVING HIGH SCHOOL STUDENTS PARTICIPATION

IN PHYSICAL EDUCATION

A thesis submitted in partial fulfillment of the

requirements for the degree of
Master of Arts in Teaching

by
Billy H. Barker
Dr. Marsha Kobre Anderson/Thesis Advisor
May 2013

We recommend that the thesis by Billy H. Barker

prepared under our supervision be accepted in
partial fulfillment of the requirements for the degree of
MASTER of ARTS in TEACHING

______________________________________________
Marsha Kobre Anderson, Ph.D., Thesis Advisor

_______________________________________________
Tommy Krier, M.S., Committee Member

________________________________________________
Liz Castoe, M.Ed., Committee Member

May 2013

TABLE OF CONTENTS

Page
List of Tables .................................................................................................................... v
Abstract ............................................................................................................................. vi
Acknowledgments............................................................................................................. vii
Chapter I Introduction to the Study ..................................................................................
Purpose Statement .................................................................................................
Research Questions ...............................................................................................
Importance of the Study ........................................................................................

1
2
2
3

Chapter II Review of the Literature .................................................................................. 4

Student Motivation During Physical Education ................................................... 4
Gender Differences in Physical Education Participation ...................................... 11
The Relationship Between Physical Activity and Health ..................................... 14
Chapter III Methodology .................................................................................................. 20
School Context ...................................................................................................... 21
Participants ............................................................................................................ 21
Classroom Setting ................................................................................................. 22
Data Collection and Analysis................................................................................ 22
Procedural Plan ..................................................................................................... 23
Chapter IV Results ............................................................................................................ 25
Survey ................................................................................................................... 25
Small Group Interviews ........................................................................................ 28
Chapter V Discussion, Conclusion, and Implications ...................................................... 32
Discussion and Conclusion ................................................................................... 32
Implications........................................................................................................... 34
Reflection .............................................................................................................. 35
References ......................................................................................................................... 36
iii

Appendix A: Letter of Informed Consent ......................................................................... 39

Appendix B: Survey and Interview Questions.................................................................. 43

iv

LIST OF TABLES

Page
Table 1

Student Survey Results by Variable and Gender ...................................... 27

Table 2

Participation in Activities Before and After Implementation

of Student Choice...................................................................................... 30

ABSTRACT

The purpose of this action research project was to explore how student choice in activity
during physical education affects student motivation to participate in daily physical
activity. I administered a survey to identify student attitudes towards physical education.
This survey also identified preferences for activities by gender. Interviews were
conducted with students to clarify questions unanswered by the survey. Survey data
indicated that both male and female students enjoyed the choices being offered during
PE. In addition, data revealed students had a positive attitude toward motivation during
PE; however, interviews suggested otherwise. A majority of females would like samegender classes, while males expressed a neutral attitude. Interviews confirmed much of
the data reported during the survey.

vi

ACKNOWLEDGMENTS

I would like to thank Dr. Marsha Kobre Andersonwith her insight and
knowledge, she made finishing this thesis possible.
I would also like to thank Tommy Krier and Liz Castoe for being my committee
members and being there for me when I needed them.
Most of all, I would like to thank my wonderful wife and sister-in-law for all of
their help, support, and patience through this entire process.

vii

CHAPTER I
INTRODUCTION TO THE STUDY
The participation rate of children in physical activity is declining drastically
among adolescents in America. Students self-motivation during Physical Education (PE)
class is declining, leading to heightened rates of obesity. The obesity rate for students
aged 12-19 is 18%. Johnston, Delva, and OMalley (2007) reported that between the
grades of 8-12, participation rates in PE were on the decline. Why are more students not
motivated to participate in PE?
PE classes help children develop healthy lifestyles, encouraging students to eat
healthy and get the recommended 60 minutes of physical activity daily suggested by the
Centers for Disease Control and Prevention (2012). If students do not have selfmotivation to participate in physical activity while they are young and in school, how will
they be self-motivated outside of high school? Being physically active has the ability to
keep down heart disease and high blood pressure. Beets and Pitetti (2005) reported that
PE promotes muscle training and healthy weight management. According to the Physical
Activity Council (2012), a recent study found an adult who participated in PE at school is
four times more likely to participate in a racquet sport and about three times more likely
to participate in a team sport, outdoor activity, or golf.
High school students in Nevada, where I teach PE, are required to earn a
minimum of two high school PE credits in order to graduate. Many students who attend
PE struggle to make passing grades due to their lack of self-motivation to participate

actively during class. Participation in PE includes the following: (a) attendance at school,
(b) dressing out (changing into a PE uniform), (c) wearing tennis shoes, and (d) active
movement. As a high school physical education teacher, I am concerned about my
students lack of participation and unwillingness to be physically active inside and
outside of school. Currently, 30% of my students are at risk of not passing PE. I do not
believe this is due to my ability to teach or encourage, but it is directly linked to their
self-motivation, or lack thereof. PE is used as a way to teach children about sports, but
what if the current students want something more from PE? What choices can I provide
to students, and how can I help them motivate themselves?
Purpose Statement
The purpose of this action research study was to explore why high school students
are unwilling and not self-motivated to participate in physical activity during PE class. In
addition, this research will identify physical activities that are preferred by high school
students.
Research Questions
This action research study was guided by the following questions:
1. What is causing students unwillingness and lack of motivation to participate in
PE class?
2. What activities, if any, would motivate students to be more physically active
during class?
3. What social factors influence high school students desire to participate or not
participate during PE class?

Importance of the Study

The current problem in my PE classes is the lack of participation and selfmotivation by high school students. This problem is worth researching because obesity
and inactivity are on the rise, especially among young people. I want to do my part to
help students realize the importance of physical activity. I know that self-motivation in
PE is directly linked to self-motivation in other classes. As a result of this study, I am
hoping to discover what is making my students unwilling to participate. It is important to
uncover what activities I could provide that would encourage students to participate on a
regular basis.
This research may aid other PE teachers in making adjustments to their PE
programs that would encourage students to self-motivate and participate in PE. Through
participation in this research, students may find an activity with which they can have
success. If students can find success with one physical activity, it is possible that students
will participate in the activity outside of school or throughout adulthood.

CHAPTER II
REVIEW OF THE LITERATURE
The review of literature examined the research conducted on motivation and
participation of students in PE. The studies reviewed provided current research within the
span of years 2005-2011. The studies were located by searching Google Scholar and the
ERIC database. The literature is organized into three categories: (a) research on PE
education motivation, (b) PE gender differences, and (c) the relationship between
physical activity and heath.
Student Motivation During Physical Education
Participation in PE among students can happen due to several reasons. Couturier,
Chepko, and Coughlin (2005) examined four main reasons students participated: (a)
movement, (b) competition, (c) health, and (d) enjoyment. These reasons were examined
in order to see whether or not it made a difference in participation levels. A survey was
administered to over 5,000 middle and high school students from an urban school system.
From this survey, the researchers wanted to understand student perspectives and the
choices being made in their school. Local teachers and administrators paired up with a
nearby college to help discover how students felt about PE. This study aimed to answer
two main questions: (a) What attracts students to PE, and (b) What barriers exist in
students participation?

Couturier et al. (2005) used action research to survey students. The survey
included several open-ended questions about why they liked PE and what they did not
like about PE. Using a ranking system on the survey, the students were asked to rank the
activities currently taught in PE class. Upon completion of the surveys, the researchers
found themes that emerged along with the ranking of approved PE activities. Results
showed that team sports were most well-liked. Following team sports were activities like
swimming, dance, fitness, individual games, and cooperative games. Of the students,
70% of them felt that PE made them healthier, and 69% liked having fun (Couturier et
al., 2005).
According to Couturier et al. (2005), health and having fun were the two main
reasons students chose to participate in PE. The two main reasons for not participating in
PE were as follows: (a) students felt they did not have enough time to change clothes, and
(b) they did not want to go to their following class sweaty. Along with these reasons,
students wanted to have more options to choose from when it came to the activities
played in PE. Courturier et al. established that students can intelligently provide feedback
on how PE courses could have more participation if these issues were corrected.
Choice plays an important role in a students motivation and willingness to
participate in PE class. A study by Hill and Cleven (2006) aimed to determine PE activity
preferences along with gender preferences of students in southern California high
schools. Participants in this study included 22 ninth grade PE classes. Data were gathered
using a survey. The survey asked students to identify the following: (a) their gender, (b)
their activity preference, and (c) if they felt the activities could be taught and played in a

coeducational setting, or if a single-gender class would be more appropriate. In addition

to asking students activity preference, students were also asked whether PE ranked
among their favorite classes. The researchers speculated that differences might exist in
choice of activity due to the fact that many boys chose specific activities that were
competitive, while girls preferences focused more on individual sports. This has been
confirmed by much of the research reviewed.
As the researchers (Hill & Cleven, 2006) were analyzing the data they found, of
the 37 activity choices boys and girls selected, Basketball and Softball/Baseball were in
their top five. The differences were important, however. For example, boys chose
Football, Bowling, and Weight Training. Girls selected Volleyball, Swimming, and
Dance. The survey also revealed that 60% of boys chose PE as their favorite subject; only
40% of girls agreed. An important part of this study evaluated gender differences. The
researchers were unable to find significant differences in students preference for
coeducational classes and same-gender classes. Teachers did not agree with students:
44% reported having difficulty with coeducational classes due to differences in choice of
activity and a lack of motivation and participation. It is also worth noting that other
research has shown that students more often receive positive feedback when participating
in single-gender classes. Research has suggested that teachers should survey their
students and provide gender-specific activities when teaching coeducational classes.
Hohepa, Schofield, and Kolt (2005) conducted a qualitative study to explore the
views of high school students towards physical activity and their ideas on how to promote
physical activity during PE. The researchers addressed what benefits students ascribed to

physical activity, the barriers to participating in PE, and the potential activity promoting
strategies to increase physical activity. In the study, 44 students in a New Zealand area
high school were asked questions in a focus group that included a series of nine sessions.
At each session, students were guided to answer questions about the three research
questions posed by the authors. Each session had probes to allow students to discuss the
benefits of being active, availability of activities, and an ecological approach to how to
increase student participation. These sessions were then transcribed to uncover themes in
the areas of: (a) benefits of PE, (b) barriers to allowed activities, and (c) how to increase
physical activity levels. The results showed that students felt restricted to the access and
use of equipment and that peers and self-perception of ability negatively affected
students. Hohepa et al. stated that students would like to be given choices during class
and encouragement from the teacher, which aligns with the findings of Couturier et al.
(2005).
It has been demonstrated by research that intrinsic motivation and selfdetermination are related to persistence in physical activity (Liukkonen, Barkoukis, Watt,
& Jaakkola, 2010). School PE plays an important role in the development of a physically
active lifestyle. Liukkonen et al. examined the impact of a self-determined motivational
climate on students effort in PE. The researchers wanted to evaluate whether the
motivational climate in PE influenced students intentions to participate. Similarly, the
questions asked were about the relationship between motivational theory and the
cognitive, affective, and behavioral mechanisms that determine if students find PE
enjoyable and want to participate or if it causes anxiety.

The participants in the study conducted by Liukkonen et al. (2010) were 338
sixth-grade students from private schools in two large cities. Using quantitative research,
a questionnaire was administered and used multiple regression path analysis for the data.
The questionnaire covered areas of motivational climate, enjoyment, anxiety, and effort.
The area of motivational climate asked students about their self-attitude and experiences
in PE and how they compared to other pupils in their class. The area of enjoyment was
linked to the effect PE had on students, along with their excitement and perceptions of
competence. The researchers noted that one of the most important psychological factors
affecting participation in physical activity was anxiety about success or failure
(Liukkonen et al., 2010).
Liukkonen et al. (2010) hypothesized that a connection would be evident between
enjoyment of PE activities and participation/success in PE courses. The multiple
regression path analysis created a chart to connect the areas from the questionnaire to
each other. Overall, the motivational climate fostering self-determination was associated
with better participation by students along with high enjoyment, low anxiety, and high
effort.
Using the achievement goal theory framework, Moreno-Murcia, Sicilia, Cervell,
Huscar, and Dumitru (2011) assessed the motivational climate of a task-oriented climate
and an ego-oriented climate in relation to discipline and indiscipline responses in PE
classes in a large city in Spain. These researchers had two purposes in mind while
conducting this research while using this framework: (a) to find self-reporting discipline
in PE between task- and goal-oriented motivations and (b) to identify gender differences

in ego and task orientation in self-discipline or indiscipline. A questionnaire that took

approximately 20 minutes to complete was given to 565 students in their second year of
high school in which the median age was 14.5. The questionnaire involved the following:
(a) perception of success, (b) motivational climate in sport, and (c) disciplined and
undisciplined behavior. After completing the questionnaire, the researchers used
MANOVA and several other statistical methods to analyze their data.
Moreno-Murcia et al. (2011) found a connection between motivational climate,
self-reported discipline, and gender. Significantly, they found that a task-oriented climate
was positively correlated to self-reported discipline in the PE activities. As for gender
differences, boys were more inclined to involve themselves in an ego-involved climate
than the girls. Overall, both genders responded better to a task-oriented motivational
climate in which they reported self-discipline.
Ommundsen and Kvalo (2007) conducted a study in response to their observation
that current research has not yet evaluated the role of social-contextual factors as
possibilities related to motivation and enjoyment of physical education. The researchers
wanted to investigate the role of the motivational climate, teacher support, and perceived
competence on students self-regulated motivation in PE class. Ommundsen and Kvalo
asked whether the achievement goal theory and self-determination theory acted as
mediating factors between students motivation in PE. Using a 5-point Likert-type rating
scale questionnaire and path analyses, 194 10th graders enrolled in a Norwegian high
school were asked to be voluntary participants in this study. The 5-point rating scale had
students rank the following: (a) autonomy support of the teacher, (b) motivational

10

climate, (c) autonomy climate in PE, (d) competences in PE, (e) self-regulation of
motivation, and (f) interest/enjoyment. Using quantitative data, the authors used zeroorder relationship, path analysis, and logistic regression to analyze the data. Results
indicated that perceived mastery climate was positively correlated to perceived
competence, autonomy, and teacher support that led to increased motivation.
Consequently, the results indicated that perceived poor competence in PE was negatively
correlated with competence, autonomy, and lack of teacher support. This combination of
factorscompetence, autonomy, and lack of teacher supportrelated ultimately to the
motivation in students.
In an article published in Adolescent Literacy in Perspective, Kevin Perks (2010)
discussed the importance of crafting effective choices for motivating students. The study
was conducted using teachers in American high schools. Teachers were trained on
important factors to consider when giving students choices. Teachers then constructed
choices for student work, using proven motivational strategies. These strategies included
giving students the following: (a) a sense of control, (b) a sense of purpose for the
activity, and (c) a sense of competence. In addition, to suggesting using proven
motivational strategies, teachers were told to offer a small choice of options; however, if
a student had an idea deemed acceptable, the teacher should be flexible. This article used
a qualitative approach to how teachers felt about the effectiveness of crafting effective
choices for students. Perks found that a majority of teachers who received training and
offered choices based on the motivational strategies had a very high success rate in
improving work quality and completion of work.

11

Gender Differences in Physical Education Participation

One of the many issues facing physical education is gender differences in
preference of activity. Constantinou, Manson, and Silverman (2009) posed the following
question: Are girls affected by their gender in coed physical education class? The
problem seen by the researchers was that females are participating less than males in their
coed PE classes. Consequently, the researchers wanted to see if the girls were affected by
their gender, and they also aimed to discover how girls perceive themselves compared to
boys during class. This was an action research study. Seventh- and eighth-grade girls
from a Midwestern school were participants in this study; 98% of the students were
Caucasian, thereby eliminating ethnicity from the study as an important factor. The study
also included two teachers as participants. Formal and informal interviews were
conducted with the teachers and the female students. In addition to interviews, the
authors took field notes on the girls actions during class.
After transcribing the interviews, Constantinou et al. (2009) developed themes.
These themes included: (a) the teachers primary expectations were the same for both
boys and girls, (b) girls hold gender-role stereotypes, and (c) a competitive atmosphere
and peers behavior influence girls participation in and attitude toward physical
education. Traditional PE curriculum was being taught including basic team sports such
as volleyball, soccer, and basketball. Regardless of gender, both males and females were
expected to participate and improve their skills for all activities taught. Girls also
perceived some activities to be girlish or boyish and were not as willing to compete
with the boys in these activities. Overall, the girls agreed that expectations were the same

12

for both genders. Girls also believed that boys were skillful and aggressive, and boys
brought competition into the games. It is worth noting that the behavior of the boys
sometimes created a physically or emotionally unsafe learning environment for the girls
and for other boys. The girls further felt that the boys were putting them down, which
made the girls less likely to want to be on a team with a boy.
PE can be a struggle for some students. Students self-perceptions and gender
often get in the way of their willingness to participate. What attracts students to PE and
what barriers exist in students participation? Couturier, Chepko, and Coughlin (2007)
performed a two-part action research study to discover how students perceive PE and
what makes them want to participate or not participate during class. The first part of the
study focused on what motivates them; this portion of the study focused on gender
preferences of the same group of students. The question the posed was: Do boys and
girls activity preferences differ? Middle and high school teachers noticed that some
activities had higher participation than others.
In the study conducted by Couturier et al. (2007), a survey was given to over
5,000 students from middle and high school in an urban school system. Examining the
surveys and the themes that arose, the researchers found which activities had high levels
of participation and which activities did not. The researchers compared the activities by
gender to find where the differences were occurring. The results showed no significant
differences found in the area of enjoyment. The largest gaps were found between the
preferred activities. Males chose team and individual sports, due to the competition and
the physicality required by these activities. In contrast, females chose activities that

13

required less competition and allowed them to work at their own pace. Females wanted to
participate in activities such as fitness and dance. Other big differences found between
males and females were environmental issues including the following: (a) not having
enough time to change, (b) not wanting to shower, and (c) preferring not to go to the next
class sweaty. These findings are also similar to the other studies which showed that girls
felt unsafe when participating with the boys.
In the study by Wilkinson and Bretzing (2011), the authors identified a problem
with the physical activity of high school students, particularly girls. They wanted to
discover what girls perceptions of physical education were. Wilkinson and Bretzing
wanted to discover what PE educators could do to provide curricula that would teach
female students to be more physically active throughout life. The researchers of this study
proposed a fitness unit to be taught to female students at a high school in the
Intermountain West. Through this fitness unit, themes developed on how the girls felt
towards the fitness activities compared to traditional PE activities. In all, 88 students
participated in the qualitative research study.
The researchers (Wilkinson & Bretzing, 2011), in cooperation with a PE teacher,
administered an open-ended questionnaire about the fitness unit they completed. During
the unit, field notes were also taken to find insight, emerging ideas, and student
conversations. The questionnaire helped develop the following themes about fitness: (a)
health-promoting, (b) fun and varied, (c) more physically active, (d) easier skills than
sports, (e) good lifetime activities, (f) ease to schedule outside of school, (g) a help in
increasing other abilities, and (h) not competitive. The activities included in the fitness

14

unit were Pilates, kickboxing, and core training. During acquisition of field notes, the
authors noted that many of the girls had gone to a class at the local gym or were feeling
better about the way they were able to move. Many girls also noted that these activities
were easier for them to participate in, and they could follow the teachers lead more
easily. When compared to traditional PE, fitness was preferred 74% to 18% by the female
students.
The Relationship Between Physical Activity and Health
Reducing childrens physical activity during childhood and adolescence increases
their risk for cardiovascular disease in adulthood. So why are students less physically
active than ever? Beets and Pitetti (2005) desired to see if students who demonstrated
high levels of physical activity by participating in both PE and school-sponsored sports
had better cardiovascular fitness, muscle strength, flexibility, and body-mass index (BMI)
than those who participate solely in PE. The participants for this study were 187 high
school students aged 14-19 from a Midwestern city. To compare the two groups of
students, quantitative data were used from a fitness test called FITNESSGRAM.
FITNESSGRAM measured the speed of each students 20-meter shuttle, the number of
90-degree sit-ups completed, the sit and reach, and the measurement of the students
BMI.
Beets and Pitetti (2005) analyzed these data from FITNESSGRAM through SPSS
software. The data revealed that males and females in school-sponsored sports and PE
had a faster 20-meter shuttle and were able to complete more sit-ups. No significant
difference in BMI or the sit and reach appeared, however. The authors reported that these

15

findings suggested that the current PE environment was not providing activities of
sufficient intensity and duration to improve cardiovascular fitness. Although, PE classes
do not provide enough cardiovascular activity, they do promote weight management and
muscle training, which if carried outside of the PE class can create a more active lifestyle.
The objective of a study by Hannon (2008) was to examine the physical activity
levels of overweight and non-overweight African American and Caucasian students
during game play in PE class. Hannon wanted to uncover if previous studies on physical
activity with non-overweight and overweight students were correct. He sought to
discover if a difference appeared between African American and Caucasian students, and
if the difference would differ by gender also. The participants for this study were 198
high school students in a Southwestern U.S. school.
After establishing body fat percentages, Hannon (2008) categorized the students
as either overweight or not overweight. They were further separated by gender and
ethnicity. Using a quantitative research design, a questionnaire was given to each student
along with observations done by Hannon on composition, age, gender, and race for each
student individually. The data computed BMI and body fat percentage, which were then
coded and organized into groups of gender, race, and weight. At the beginning of each PE
session, all students participating in the study were given a pedometer. Each day, an
assistant handed out, collected, and recorded the information from the pedometer. Steps
per activity were converted into steps per minute. At the end of the study, Hannon
analyzed that data using SPSS software. Results showed no significant differences in the
number of steps taken during PE between overweight and non-overweight students. The

16

differences came in the areas of gender and race. Males were more physically active than
females. In addition, the results revealed that Caucasians had more steps per minute than
African Americans, regardless of activity.
Participation in PE and sports is dropping (Johnston et al., 2007). The purpose of
their study was to determine current levels of PE and sports in secondary schools.
Johnston et al. posed three questions: (a) What are the current levels of PE participation,
(b) What are the current requirements, and (c) Do PE participation and requirements
affect racial and socioeconomic levels? This study was conducted as part of a nationwide
school survey titled YES. YES is given to principals across the nation. This survey
collects a variety of information about the school. For the purpose of this study,
administrators answered questions about physical activity at their school, including rates
of sports, participation in PE, and required credits of PE. This survey was given to over
500 principals and was analyzed using a comparative quantitative method. After
completion of the surveys, the researchers were given the demographic information on
the schools including the following: (a) gender, (b) race, (c) socioeconomic status (SES),
(d) urbanicity, and (e) region. They were also given the information on PE at the schools.
Johnston et al. (2007) weighted and distributed the data into student
characteristics and by grade level. The researchers also compared middle and high school
programs, and racial groups along with SES levels. Tables were created to show the totals
in each group along with the means. In each table, calculations indicated comparisons to
other racial or gender groups. The study found that between grades eight and 12,
participation rates drastically declined. Further, less participation was seen in low SES

17

areas. Similar to other studies, this study showed less participation from African
American and Hispanic students than from Caucasian students.
Wiersma and Sherman (2008) took a psychological perspective to evaluate the
use of youth fitness tests in PE classrooms. The article was written using data from
previous studies dating back to the 1950s when President John F. Kennedy implemented
the initial use of fitness tests in public schools. The researchers question was one of
effectiveness of fitness testing as motivation for better performance. How would fitness
tests affect students (a) perceptions of competence, (b) intrinsic and extrinsic motivation,
(c) enjoyment, (d) goal orientation, and (e) physical activity promotion? Researchers
hypothesized that if explicitly taught and developed correctly, fitness testing could be one
aspect of a comprehensive PE curriculum used to motivate students. Researchers used
data published in past research that used the FITNESSGRAM test along with the PACER
fitness test. The outcomes were assessed quantitatively before being applied to the
psychological areas of, goal-orientation, competence, motivation, and cognitive
evaluation theories. In addition to using psychological theories, group size of testing was
also taken into account.
After reviewing the data, Wiersma and Sherman (2008) found that from a
psychological perspective, fitness testing can be an enjoyable and motivating tool for
students. In addition, if fitness testing is going to be used, it should be appropriately
taught and practiced with students before an official test is given. They also found that
when fitness testing is used as competition, students had negative feeling towards the test;

18

however, when used to evaluate student growth followed by goals for the next test,
students reacted positively and with greater motivation.
Underprivileged students are less physically active than those of a higher SES. It
was reported that only 50% of youth in these areas were receiving amount of physical
activity recommended by the surgeon general. Wilson, Evans, Williams, Mixon, Sirard,
and Pate (2005) aimed to give underprivileged students an opportunity to participate in
physical activity outside of the required school day. The participants in this study were 48
students aged 11-14. These students attended a low SES middle school in the rural
southeast. Research was conducted using a quasi-experimental design in which students
answered a questionnaire, participated in an after school fitness intervention program,
and had their levels of physical activity measured. The questionnaire was used to assess
students self-concept of their physical activity.
Results (Wilson et al., 2005) showed that most students had a moderate selfconcept of their physical activity and received enough exercise during the week. Students
participating in the after school program were then asked to provide a list of activities in
which they would enjoy participating. After reviewing the data, researchers offered the
top choices in the after school program. Offering student choices motivated and
encouraged students to participate with vigorous levels of activity. The program had an
86% retention rate; this was due to students enjoyment of the choices being offered. To
measure levels of physical activity, students wore a heart rate monitor. It was shown that
students in the intervention group spent a greater amount of time engaged in vigorous
physical activity than those participating during PE class. Overall, data results indicated

19

that students participating in the after school intervention program had an increase in
physical activity levels; in addition, their self-concept improved.

20

CHAPTER III
METHODOLOGY
This action research study used a mixed-method design. It took place over 6
weeks. Prior to conducting the research, I completed 5 weeks of participation checklists.
The data from these checklists became my baseline data to compare participation levels
before implementation of the intervention and after the research was complete.
On the first day of the 6-week research period, I offered informed consent
documents. Students 18 years-old or older were able to sign for themselves; however,
students under the age of 18 were required to obtain a signature from parents or
guardians. By the third day, I expected to have enough participants to begin to gather
quantitative data regarding students perceptions of PE. To this end, I administered a
survey that used a Likert-type scale to gain insight into the students perceptions of PE.
The four variables addressed in the survey were: (a) gender, (b) level of motivation, (c)
health, and (d) PE activity preferences. I then analyzed the data to see if connections
could be made among the variables to begin to understand why students do or do not
participate in PE.
After collecting the data from the first week, I used the second week to address
qualitative measures. Using a semi-structured interview, students were asked to step aside
into small groups and answer more in-depth questions following a script to find what
other activities might help with participation. I took careful notes and interpreted what

21

they said to find in what activities students have a desire to participate. In addition, I
asked them about their barriers to participation including social factors.
In weeks 3-5, I implemented new activities suggested by students. These activities
included: (a) tennis, the girls top suggestion; (b) kickball, the boys top suggestion; and
(c) bocce. Bocce was introduced as an alternative to the suggestion of bowling, as the
equipment for bowling is not available. I used a participation checklist to see how many
students participated in the offered activities. The participation checklist was the same as
the one used prior to implementation, but the goal was to determine if participation
increased with the addition of the newly introduced activities. This participation checklist
allowed me to learn if what students said they wanted to participate in would really
increase their participation in PE class.
School Context
This study took place in a high school PE class. Currently, 2,200 students are
enrolled at this high school. The grade levels range from 9-12. The majority of these
students are Hispanic with English as a second language. The school offers standard high
school courses along with the option to attend courses from a local college to gain college
credits. The school also offers a variety of clubs and sports for after school
extracurricular activities.
Participants
This study included 30 students from an inner city high school in a large school
district in the southwestern United States. These students ranged from grades 9-12, ages

22

14 to 18. Fifteen boys and 15 girls participated; of these, 74% are Hispanic, 14% are
Caucasian, and 12% are African American.
Classroom Setting
This study was conducted in a variety of settings. Students reported to the PE
locker rooms where they changed into their PE uniforms and located the teachers
designated activity area. These activity areas include the following: (a) the gymnasium,
(b) the soccer field, (c) the football field, (d) the track, and (e) the outdoor courts. At each
designated area, the teacher brought the necessary equipment for the days activities.
Data Collection and Analysis
The materials used in this study were teacher-created. A 5-point Likert-type scale
survey was administered to all study participants at the beginning of the 6-week research
period to assess student attitudes towards PE. This survey consisted of 11 questions that
were answered by students ranging on a scale from 1 (strongly disagree) to 5 (strongly
agree. Students also had the option of non-applicable if they found the question did not
suit one of the five levels. Student responses were calculated to find the average response
for each question.
The study also included student conferences. These conferences were used to
clarify how students felt about their choices in PE and what social factors, if any,
influenced their participation in PE. These conferences were held randomly with a small
group of 4-6 students. During the conferences, notes were taken and later analyzed to find
patterns and themes that shed light on reasons students participate in PE or not.

23

A participation checklist was used daily and by period to track what activities
were offered and how many students participated in each activity. For students not
participating in an offered activity, an alternative activity was given that was also tracked.
This checklist helped to identify the preferred activities.
The study also included field notes. The field notes were taken twice a week
during 2 class periods for the duration of the 6-week study. The field notes included
anything of importance, paying special attention to the following: (a) with whom students
were interacting, (b) how they were participating, (c) the motivation given, and (d)
statements about PE made by the students. The field notes were compared for common
patterns and themes.
Procedural Plan
The procedure for this action research study involved performing the following
steps:
1. Gather baseline participation data in all my PE classes.
2. Obtain permission from the school and the school district to conduct the
research.
3. Obtain permission from the colleges Institutional Review Board to conduct
the research.
4. Distribute to and receive back consent forms from students.
5. Discuss the purpose of the research and privacy with student participants.
6. Administer the student survey to each participant.
7. Analyze data from the survey.

24

8. Write field notes and complete the participation checklist.

9. Conduct semi-formal student conferences. Student conferences were held
during Week 2 after analyzing the student survey. Questions were prepared
based on student responses. These questions allowed for students to discuss
how they felt about certain aspects of PE. Notes were taken for each question
summarizing the students responses, paying close attention to activities in
which students would like to participate.
10. Plan lessons and activities to reflect student attitudes and interests.
11. Implement new activity choice strategy over a 5-week period.
12. Gather field notes and complete the participation checklist during the
implementation period.
13. Analyze data to gain an understanding of whether students were positively
responding to activities.
14. Conduct additional conferences and/or focus groups with participants to
determine if the changes made during PE had a positive effect on students
participation and motivation during class.

25

CHAPTER IV
RESULTS
The goal of this study was to examine why students express a lack of participation
and motivation during PE class. In particular, student-based choices were analyzed to see
if their availability would affect motivation to participate in PE where traditional sports
such as basketball, football, and soccer were the more common offerings. Participants
were randomly selected from 3 class periods in an urban high school in which grade
levels ranged from 9-12. The data collected consisted of survey answers on 11 Likerttype scale items evaluating: (a) motivation, (b) gender differences, and (c) health. After
collection of the survey, small group interviews were conducted to clarify unanswered
questions and obtain in-depth responses. Student participation charts were used daily to
track the number of participants in each activity.
Survey
Participants were given the 11-item questionnaire before the tracking of
participation began. Since this study mainly focused on motivation and participation, six
questions were geared toward these factors. For example, the first question about
motivation, Question #3, asked about students self-perception of their effort in PE,
resulting in an overall score of 4.32 (agree) for all students, suggesting that both boys and
girls perceive that they make an effort in PE. On another question about motivation,
Question #6, students were asked if they received enough motivation from their teacher.

26

An overall score showed 4.26 agree that they do receive enough motivation from their
teacher.
Question #7 was also about motivation and asked about the interaction with peers
in PE classes. This showed the highest favorability at 4.38 (agree). Of the six questions
about motivation, questions #3, #6, and #7 reported the most consistent levels of
agreement between females and males.
Question #5, again concerning motivation, asked students if they felt embarrassed
while participating in physical activities. Most students did not feel embarrassed (1.82, on
average, disagreed with the statement); however, males (2.64) reported more
embarrassment than females (2.00). When asked on Question #4 if students liked current
activities already being offered in PE, most (3.85) agreed; however, the average response
is somewhat neutral. Further examination revealed that girls (3.47) like the current
activities much less than do boys (4.23).
Question #11, the final question about motivation, referred to the perception of
peer influence on the outcome of the students daily participation in an activity. Results
showed an overall score of 3.03, a neutral response; however, males (3.48) averaged
nearly 1 full point higher than females (2.56) by agreeing with the statement that peer
perception affects their participation. The motivation questions yielded the greatest and
the least agreement for reasons for participating in PE; thus, motivation played a
significant role in participation in PE.
The remaining five questions on the questionnaire involved one gender-difference
question and four health-related questions. The gender-difference question, Question #1,

27

referred to students preference for coeducational PE classes. The results indicated an

overall (3.12) neutral response; however, girls (3.34) would be more likely than boys
(2.86) to participate in PE if the classes were not coed.
The four health questions pertained to students overall daily physical activity and
sleep. Questions #9 and #10 asked about their perception of their overall physical health,
and students, both boys and girls, seemed to agree that their general health was okay.
Males agreed more strongly (4.23) believed that their lack of sleep negatively impacted
their PE participation and performance in school.
In terms of physical activity, the responses to Question #2 revealed that both boys
(3.50) and girls (3.18) generally believe they get enough physical activity outside school.
The tendency of both genders was to indicate on Question #8 that they did not care to
participate in aerobics activities in PE class. The results of the survey are shown in Table
1.
Table 1
Student Survey Results by Variable and Gender

Question #

Variable

Female

Male

3
4
5
6
11
7
1
9
2
8
10

Motivation
Motivation
Motivation
Motivation
Motivation
Motivation
Gender difference
Health
Health
Health
Health

4.18
3.47
2.0
4.35
2.56
4.18
3.34
3.41
3.18
2.52
3.88

4.47
4.23
2.64
4.18
3.48
4.59
2.86
4.23
3.5
2.78
3.94

4.32
3.85
1.82
4.26
3.03
4.38
3.12
3.82
3.21
2.65
3.91

28

Small Group Interviews

After the questionnaire was administered, small group interviews were conducted.
These interview questions were designed to gain insight into what activities the students
wanted offered, their enjoyment, their reasons for not participating, the benefits of PE,
what they would like to see eliminated, and overall safety during class.
Participation and Enjoyment
From these questions, I learned that girls would be more willing to participate if it
were not for having boys in the classroom. Their reasons included safety and
embarrassment. According to the questions on safety, two girls reported feeling unsafe
around the boys, and one boy reported feeling unsafe due to bullying.
When asked about motivation to participate in the currently offered activities, the
students said that they were satisfied with what is currently offered for physical activities.
Along with this response, two frequent reasons were also given. One was that they
wanted to play something that is not feasible in the high school PE setting. The second
was that they liked the opportunity to get out of the regular classroom setting to socialize
with their peers while walking, a physical activity they seemed to enjoy. When discussing
activities to offer, students frequently suggested kickball, tennis, volleyball, and Zumba/
dance. Some of the less feasible suggestions were riding bikes, archery, and swimming.
As reported both on the survey and in the interviews, many students honestly feel
that they get the necessary exercise needed on a daily basis; therefore, receiving
additional exercise in PE is not necessary. For example, they commented that they played
sports outside of school or rode their skateboard or bicycle. Some boys reported they

29

would be more likely to participate if no girls were present with whom to socialize during
PE class because of the distraction involved. Other factors affecting their motivation to
participate included the weather, uniforms, freshmen, and boysfrom the female
respondents.
The factors listed affected the students motivation to participate and explained
the main reasons students did not enjoy PE. When asked exclusively about PE
enjoyment, students stated that they get the chance to be active and fit [outside of
school], go outside, and socialize with friends. This enjoyment transfers to students
feeling that PE benefits them in a number of ways, including staying fit, being healthy,
burning calories, and having energy.
Student Choice of Activities
The interviews were conducted to obtain student choices for participation. From
these interviews, alternative activities chosen by students were: (a) bocce, (b) kickball,
and (c) tennis. These activities were then implemented in the PE classes to see if
motivation would rise if students received their activity choice. Table 2 summarizes the
activity choices before and after data were gathered regarding activity preferences.
Prior to conducting student surveys and interviews regarding activity choice, 5
weeks of data were collected on student participation of already offered choices. Each
week, two activities were offered along with walking as an alternative. Data were
collected from three PE classes, with an average of 282 students per week. Walking was
always offered, and two other choices were offered from the following team sports: (a)

30

football, (b) basketball, (c) soccer, or (d) badminton. On average, participation was
equally divided among Activity 1, Activity 2, and walking.
After data regarding PE activity choice were gathered, Activity 1 was a studentselected activity selected from (a) bocce, (b) kickball, and (c) tennis, Activity 2 was the
traditional teacher-selected activityamong these 5 weeks were soccer, basketball, and
football, and walking was always the third choice. Results are shown in Table 2.
Table 2
Participation in Activities Before and After Implementation of Student Choice

Baseline participation

Participation with choice

Week
#

Activity 1

Activity 2

Walking

Activity 1
(choice)

Activity 2

Walking

1
2
3
4
5

29.8
31.4
34.0
35.2
33.0

34.0
32.7
30.5
34.5
30.5

36.2
35.9
35.5
30.3
36.5

17.0
31.4
30.2
37.7
33.3

36.2
34.3
34.9
27.1
30.9

46.8
34.3
34.9
35.2
35.8

32.7

32.5

34.9

29.9

32.7

37.4

The first student-identified choice was offered in Week 1; in lieu of bowling,

bocce was offered as bowling equipment was not installed in the school. A significant
decline in participation occurred, with only 17.0% of students participating. Walking
picked up the difference, with 46.8% of students selecting walking in the first week. The
first offering of tennis as a student choice during Week 4 garnered support (37.7%), but
that percentage diminished when tennis was again offered in Week 5 (33.3%).

31

Consistently, both before and after the research was conducted, walking was selected
most often by my PE students.

32

CHAPTER V
DISCUSSION, CONCLUSION, AND IMPLICATIONS
Discussion and Conclusion
As indicated by the data, student-based choices for activity appeared to make only
a limited increase in the motivation to participate. As shown from the survey, the largest
impact was the motivation the teacher brought to the PE setting. This factor linked to the
small group interviews where students stated they enjoyed the teacher-chosen activities
already in place. Unfortunately, I wanted to see change, and this did not happen by giving
students their choice of activity for better motivation to participate in a physical sport. In
Table 2, for example, the data revealed that pre- and post-participation in PE activities
remained the highest in my alternative activity of walking. After gathering information
from the small group interviews, I have come to the conclusion that walking is chosen for
socializing and lack of being embarrassed, and it still gives students the opportunity to
receive some form of physical movement and participation credit for PE class.
I chose to offer walking as an alternative to team sports because I wanted to create
an environment in which physical activity is enforced. As in the research by Liukkonen et
al. (2010), I found that a motivational climate was better for participation because
students had high enjoyment and effort. I found similar results in that my students
seemed to feel that I create a highly motivational climate in which participation in any
activity allows them to achieve a satisfactory grade. The participation may not be in the

33

activities I wish for my students; however, as long as they receive a motivational climate
in which some activity was received, students still appeared to enjoy PE class.
Along with teacher support and creating a positive climate, Ommundsen and
Kvalo (2007) found the same results as Liukkonen et al. (2010). Motivational climate is
highly related to teacher support.
Perks (2010) found that allowing students to make choices was important because
it gave them a sense of control and purpose; this compares favorably to my results. When
I offered the student-suggested activity, the overall mean of participation was lower than
my choice or the alternative, walking. When the student-suggested activity was offered,
walking participation increased significantly; however, when I chose the offered
activities, participation levels stayed consistent in both before and after the inquiry about
motivation, gender preferences, health, and choice of activities. Along with the
motivational factor of student-chosen activities, gender was seen as a major obstacle in
my small group interviews.
The research by Hill and Cleven (2006) found that choosing activities between the
male and female perceptions had cultural norms come into play. In discussion with my
students, I found that females wanted to participate in dance and fitness, and they also
expressed that they did not want a coed setting. On the other hand, males wanted to take
part in more competitive physical sports including basketball and football. This supported
the cultural assumption that males want a more competitive sport environment, while
females want a cooperative environment (Couturier et al., 2005; Hill & Cleven, 2006).
Hohepa et al. (2005) also reported similar results when it came to gender differences and

34

safety. From my group interviews, females expressed that males behavior made them
feel unsafe in the PE environment, making my data results congruent with Hohepa et al.
Gender differences throughout the research in PE has shown that gender plays a major
role in the motivation to participate in PE activities.
Implications
From my study, several implications for teaching PE courses have been shown.
Creating a highly teacher-motivated environment still aligns with past research in that
teacher support is linked to a positive student perception. Future researchers should look
into the differences in offering student-based activities and teacher-chosen activities in a
longitudinal period. In the current research, differences were evident in what students say
they want and what the data showed. For example, my students wanted to choose their
own activities; however, when they were able to choose their activity, they had the lowest
participation rate. According to Wilson et al. (2005), self-discipline was not correlated
with motivation to participate. This resonates with my data in that being disciplined and
having the teacher choose the activity resulted in better participation, discipline, and
motivation.
Not only has research shown that cultural norms come into play, but apparent
sport favorability has also appeared among students in a low SES. In my results, the
highest levels of participation in an offered sport activity were basketball and football.
Johnston et al. (2007) found lower participation rates in low SES areas. My data indicated
that my students, although in a low SES area, do participate in activities; however, they
would rather walk. My students frequently stated that they believed that they have

35

received enough activity outside of the school setting. Future researchers should look into
the differences between high SES and low SES motivation to participate in PE and what
sport-related activities they feel is enjoyable. This would be useful for all teachers so they
could alter their PE program to incorporate and fit the student needs of their area.
Reflection
All in all, my research has been highly insightful in that I feel confident in leading
my chosen activities because of the level of motivation and participation my students
feel. It was interesting to learn that the student-based choices did not align with past
research that found that students preformed better with their own chosen activities.
Creating a highly motivational climate in which all students feel equal and safe continues
to show positivity in PE participation. I will continue to enforce a motivational
environment in which activities like basketball, football, and walking will be a major part
of my PE program. These activities showed the greatest participation and enjoyment,
which is what I hope to sustain.

36

References
Beets, M. W., & Pitetti, K. H. (2005). Contribution of physical education and sport to
health-related fitness in high school students. Journal of School Health, 75(1), 2530.
Centers for Disease Control and Prevention. (2012). Childhood overweight and obesity.
Retrieved from www.cdc.gov/obesity/childhood/index.html
Constantinou, P., Manson, M., & Silverman, S. (2009). Female students perception
about gender-role stereotypes and their influence on attitude toward physical
education. Physical Educator, 66(2), 85-96.
Couturier, L. E., Chepko, S., & Coughlin, M. A. (2005). Student voicesWhat middle
and high school students have to say about physical education. Physical Educator,
62(4), 170-177.
Couturier, L. E., Chepko, S., & Coughlin, M. A. (2007). Whose gym is it? Gendered
perspectives on middle and secondary school physical education. Physical
Educator, 64(3), 152-158.
Hannon, J. C. (2008). Physical activity levels of overweight and nonoverweight high
school students during physical education classes. Journal of School Health,
78(8), 425-431. doi:10.1111/j.1746-1561.2008.00325.x

37

Hill, G., & Cleven, B. (2006). A comparison of 9th grade male and female physical
education activities preferences and support for coeducational groupings. Physical
Educator, 62(4), 187-197.
Hohepa, M., Schofield, G., & Kolt, G. S. (2005). Physical activity: What do high school
students think? Journal of Adolescent Health, 39, 328-336. doi:10.1016/j.
jadohealth.2005.12.024
Johnston, L. D., Delva, J., & OMalley, P. M. (2007). Sports participation and physical
education in American secondary schools. American Journal of Preventive
Medicine, 33(4), 195-208. doi:10.1012/j.amepre.2007.07.015
Liukkonen, J., Barkoukis, V., Watt, A., & Jaakkola, T. (2010). Motivational climate and
students emotional experiences and effort in physical education. Journal of
Educational Research, 103(5), 295-308. doi:10.1080/00220670903383044
Moreno-Murcia, J., Sicilia, A., Cervello, E., Huescar, E., & Dumitru, D. C. (2011). The
relationship between goal orientations, motivational climate and self-reported
discipline in physical education. Journal of Sports Science and Medicine, 10, 119129.
Ommundsen, Y., & Kvalo, S. E. (2007). Autonomy-mastery, supportive or performance
focused? Different teacher behaviors and pupils outcomes in physical education.
Scandinavian Journal of Education Research, 51(4), 385-413. doi:10.1080/00313
830701485551
Perks, K. (2010). Crafting effective choices to motivate students. Adolescent Literacy in
Perspective, 2, 2-15.

38

Physical Activity Council. (2012). The Physical Activity Councils annual study tracking
sports, fitness and recreation participation in the USA. Retrieved from www.
physicalactivitycouncil.com/PDFs/2012PacReport.pdf
Wiersma, L. D., & Sherman, C. P. (2008). The responsible use of youth fitness testing to
enhance student motivation, enjoyment, and performance. Measurement in
Physical Education and Exercise Science, 12, 167-183. doi:10.1080/109136708
02216148
Wilkinson, C., & Bretzing, R. (2012). High school girls perceptions of selected fitness
activities. Physical Educator, 68(2), 58-65.
Wilson, D. K., Evans, A. E., Williams, J., Mixon, G., Sirard, J., & Pate, R. (2005). A
preliminary test of student-centered intervention on increasing physical activity in
underserved adolescents. The Society of Behavioral Medicine, 30(5), 119-124.

39

Appendix A
Letter of Informed Consent

40

Date: January 22, 2013

Dear Student,
The following information is provided to help you decide whether you wish to
participate in a research study. You should be aware that you are free to decide not to
participate or may withdraw at any time without affecting our teacher-student
relationship.
The purpose of this study is to discover what will motivate students to have
greater participation during physical education class.
Data group interviews will be conducted at random. Field notes about student
behaviors will also be taken, and a participation checklist will be used to keep track of
what activities students are participating in. At the end of the study, the information will
be analyzed to find what areas students have the highest rate of participation in.
Do not hesitate to ask questions about the study before it begins or while the
research is being conducted. I would be happy to share the findings with you after the
research is completed. Your name will not be associated with the research findings in any
way, and only the researcher will know your identity.
There are no known risks and/or discomfort associated with this study. The
expected benefits are associated with your participation information about the
experiences in learning research methods. The benefits of this study will help increase
students participation and motivation in PE.
Your participation is voluntary. By signing this consent form and returning it to
the PE office you are agreeing to participate.

_____________________________________
Signature
Billy H. Barker
M.A.T. Student
Sierra Nevada College

_______________________
Date

41

Date: January 22, 2013

Dear Parent or Guardian,

Your child is invited to participate in a research study, Gaining Participation in
PE, conducted by Billy Barker under the supervision of Dr. Marsha Kobre Anderson for
the Spring semester 2013 at Sierra Nevada College. This study is part of a masters
thesis. If you agree to your childs participation, he or she will be one of approximately
30 subjects. I anticipate that your childs participation in this study will take normal class
time for approximately 6 weeks.
The purpose of this study is to help me better understand what I can do to help my
students participate in PE. Students will be offering suggestions and participating in new
activities suggested by other students.
There are no physical or psychological risks for your child by participating in this
study.
Your child will benefit from this study by participating in activities selected by
their peers that may be interesting to them.
Any information that is obtained in connection with this study and that can be
identified with your child will remain confidential and will be disclosed only with your
permission or as required by law. Confidentiality will be maintained by means of a
numbering process. Data collected will be coded with numbers. No names will appear on
any information.
Your childs participation in this study is voluntary; you may withdraw him or her
at any time without consequences of any kind. Your child may also choose not to answer
any questions that he or she doesnt want answered specific to the study and still remain
in the study. I may withdraw your child from this research if circumstances arise which
warrant doing so.
If you have any questions about the research, please feel free to contact me at
bhbarker@interact.ccsd.net or my thesis chair, Dr. Marsha Kobre Anderson at
manderson@sierranevada.edu.
You may withdraw your consent at any time and discontinue your childs
participation without penalty. You are not waiving any legal claims, rights, or remedies
because of your participation in this research study. If you have questions regarding your

42

rights as a research participant, contact Dr. Maria J. Meyerson, Sierra Nevada College,
4300 E. Sunset Road, Suite E1, Henderson, Nevada 89014 (702-434-6599).
Sincerely yours,

Billy Barker

Signature of Research Participant or Legal Representative:

I have read this form and received a copy of it. I have had all of my questions answered
to my satisfaction. I agree to take part in this study or I agree to allow my child to take
part in this study.

Name of Participant or Child

Signature of Parent(s) or legal representative(s)

Date

Signature of Witness

Date

43

Appendix B
Survey and Interview Questions

44

Physical
Education
Survey
Grade Level 9
Gender

10

11

Female

12
Male
Strongly
Agree

I would be more likely to

participate in PE if the class was
not coed.
I get enough physical activity
outside of school.
I generally put forth effort in PE
class.
I like the activities being offered
during PE.
I feel embarrassed during sporting
activities.
I get enough motivation from my
teacher to participate.
Peers affect how I perform during
PE class.
I would like to participate in
aerobic activities during PE.
My lack of sleep and what I do
outside of school affect my
participation in PE.
I feel PE improved my overall
health.
I like getting out of the classroom
and interacting with my peers in a
PE setting.

Agree

Neutral

Disagree

Strongly
Disagree

45

Interview Questions
1. Do you enjoy PE? Why or why not?

2. When you choose not to participate in class what are your reasons?

3. If you could have your choice of any activities to participate in during class, what
would they be?

4. What would you like to see eliminated from PE?

5. What do you think are the benefits of PE?

6. Do you feel safe during PE? If not, what makes you feel unsafe?