Background/Purpose Everyday students bring their perceptions to school and they have an influence on learning. While research on secondary physical education student perceptions has informed the field, we know very little about elementary students' perceptions. The purpose of this study was to examine the perceptions of upper elementary school students toward physical education.
Method After an extensive pilot study and based on attitude instrument scores high and moderate/low attitude students (N = 16; 8 per group), evenly split between fourth and fifth grade and boys and girls, participated. Each student was interviewed twice using a semi-structured interview protocol and was observed twice during their physical education class.
Analysis/Results The interview transcripts, observation field notes and reflective notes were analyzed to find common themes and patterns using the constant comparative method. During analysis, triangulation, negative case checks, member checks, and an extensive peer review were used. Two themes emerged: (a) it is important to have fun in physical education class (sub-themes: students were excited to go to physical education class, physical education was their favorite class, and teachers influenced perceptions of fun); and (b) class activities were important (sub-themes: moderate/low students enjoy team problem solving activities and fitness activities were controversial).
Conclusions This study suggests upper elementary students have well-developed perceptions that are important for informing what we know about the teaching and learning in physical education. The results provide a strong indication that how teachers organize class and the content they teach influence perceptions and that student attitude differentiates these perceptions.
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