Background/Purpose This phenomenological study was designed to explore how high school students describe their experiences of having fun (i.e., enjoyment) in physical education (PE) class.
Method This study took place in three PE classes in a public high school in the Northeast Region of the United States. Participants were 31 students across three different classes. Data collection took place over a three month period and included formal interviews, critical incident reports and field note observations.
Analysis/Results Data were analyzed using open and axial coding. Results are reported in three broad categories. First, participants experienced fun in PE when they were given a choice of activity. Second, positive peer relationships were strongly associated with a fun experience. Finally, participants expressed the need to feel physically and emotionally safe to ensure a fun experience.
Conclusions Considering the fragile nature of secondary PE today, teachers and teacher educators need to take seriously students' voice in curriculum and content development. PE activities that are inclusive, allow student centered choice, and include opportunities for interpersonal skill building (e.g., self-regulation) have the potential to increase participation and enjoyment (i.e., fun) for all in physical education.
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