Transitioning from elementary to secondary school is a significant event in the US public education system. Children, in their last year of elementary school, are aware they are on the brink of significant changes. They look forward to these transitions with a combination of anticipation and anxiety but are basically unprepared for the changes they will experience. Past research indicates that, retrospectively, adults recall scary stories relative to this transition. The purpose of this study was to examine scary stories and illustrations from elementary students to determine whether adjustment to middle school may be affected by certain aspects of the middle school experience, specifically physical education.
Method:
Scary stories and illustrations were collected from thirteen fifth grade elementary students. Data were collected using open-ended questionnaires, informal discussions, semi-structured interviews, student-rendered illustrations, and document analysis over four interview sessions.
Analysis/Results:
The collection and interpretation of data was guided by work conducted by folklorists and structural anthropologists as well as the anthropological concept of a rite de passage. Thematic analysis was used to analyze data and resulted in “General Scary Stories” and “Physical Education Scary Stories” being identified. The categories relating to the “General Scary Stories” theme were as follows: (a) bullying; (b) hard classes and “mean” teachers; (c) locker issues; and (d) no fear. Categories relating to the “Physical Education Scary Stories” theme include: (a) making the team; (b) bullying; (c) running laps; and (d) no fear.
Conclusions:
The results of this study suggest that physical education does not play as prominent a role in current students’ folklore as it has in the past. However, the overarching themes of the stories and illustrations continue to center on bullying and the intimidating nature of the secondary school. The knowledge gained from the study of students’ concerns is significant for pre-service and in-service physical educators as well as administrators, classroom teachers, and parents who can ease students’ transition to secondary school.