Background/Purpose Inclusion of overweight or obese students into PE occurs at multiple levels within school. A sense of caring, which is communicated through supportive social interactions, has great potential. Students' perceptions of being “cared for” are strongly connected to PE engagement (Ennis, 1999), and linked to their attitudes toward school (Battistich et al 1997). Guided by the work of Noddings (1992, 2002), this study was to explore overweight students' perceptions of caring in PE. This work is important given that these students often experience weight related teasing and are commonly excluded from participating in PE.
Method 47 overweight or obese students (28 females and 19 males; 33 African Americans and 14 European Americans) were recruited using a variety of approaches. A semi-structured interview was conducted. All interviews were tape-recorded and transcribed. Data trustworthiness was established through member checks, focus group, and peer debriefing.
Analysis/Results Inductive analysis and constant comparison were used to analyze the data. The findings indicated that overweight students perceived being cared when their peers were supportive, and when teachers made instructional adaptations (e.g., modified tasks/goals), built interpersonal rapport (e.g. give advice, did things with them), and created a positive, motivational climate in PE (e.g., choices, made it fun, not put them “on the spot”).
Conclusions The findings of this study can equip PE teachers with practical strategies to create an inclusive environment that will allow students to work at their ability level and enhance their senses of caring or belonging, thus improving their engagement in PE.