University Students' Perceptions of Physical Education's Effects on Physical Activity

Purpose

Sedentary behaviors, linked to health issues, are on the rise among U. S. citizens, and one of the most dramatic declines in physical activity (PA) occurs between late adolescence and young adulthood (Malina, 2001; Sallis, 2000; Sallis, Prochaska & Taylor, 2000; Stone, McKenzie, Welk, & Booth, 1998). School physical education is uniquely situated to impact current and future PA level of children and adolescents (Sallis & McKenzie, 1991; Trost, 2006). Many physical educators believe school physical education programs should promote lifelong PA (Centers for Disease Control and Prevention, 1997; Corbin, 2002); however, these programs may be failing to prepare students for the PA barriers they will encounter over their lifetimes due to emphasis on team sports at the expense of “lifetime” activities (Fairclough, Stratton, & Baldwin, 2002). Penney and Jess (2004) presented a curriculum model that places the conceptual basis of physical education on “lifelong learning” and lifelong PA in that individuals will participate in activities for a variety of reasons across their lifetimes. The purpose of this study was to determine the extent to which university students' perceptions of their secondary school physical education experiences affected their current level of PA as related to Penney and Jess's curricular framework.

Methods

Participants included 464 undergraduate students enrolled in a university physical activity course. Data collection comprised an on-line survey and six gender segregated focus groups consisting of 3 to 6 students in each group (n=13 males; n=14 females).

Analysis/Results

Results revealed that 70% of participants were currently physically active 3 or more days per week. Regression analysis examined the effect of physical education subscales (i.e., student learning, teacher-student interaction, or curriculum). Student learning was a significant negative predictor of current level of PA for females; however, no subscales were significant predictors of males' current level of PA. For females, student learning significantly negatively predicted individual cardiovascular activity and lifetime activities and lifetime activities were positively predicted by curriculum. Focus group results supported this difference between men's and women's perception of high school physical education.

Conclusions

It was concluded that males and females have different needs, interests, and expectations of their physical education classes, males have been provided instruction in strength training that has enabled them to continue that PA, and instruction for both males and females may increase feelings of competency and increase enjoyment of PA.