Leisterer Sascha, Jekauc Darko
Department of Sport Science, Humboldt-Universität zu Berlin, 10115 Berlin, Germany.
Department of Sport Science, Karlsruhe Institute of Technology, 76131 Karlsruhe, Germany.
Sports (Basel). 2019 Jan 3;7(1):10. doi: 10.3390/sports7010010.
Physical education (PE) can be the starting point for many students to be physically active throughout their lives. Positive emotional experiences in PE are discussed as beneficial for long-term physical activity, however, triggers of students' emotions are still unclear. The purpose of this study is to explore, from a student's perspective, emotions and their triggers, which occur in PE classes. N = 12 students (male: six, female: six, ø-age: 15.6 ± 1.2 years) have been interviewed using a focused semi-structured interview to identify their emotions in PE and to explore the situations in which they occurred. An inductive approach with elements of the Grounded Theory Method was implemented to analyze the data. Students reported a wide range of positive and negative emotions. Furthermore, four crucial triggers were identified: (I) Attractiveness of the task, (II) social belonging, (III) competence and (IV) autonomy. Parallels to existing theories, especially the Self-Determination Theory (SDT), will be discussed. These results can be used to improve teachers' knowledge about students' emotions in PE in order to build a basis for lifelong physical activity.
体育教育可以成为许多学生一生保持身体活跃的起点。体育教育中的积极情感体验被认为有利于长期的体育活动，然而，学生情绪的触发因素仍不明确。本研究的目的是从学生的角度探讨体育课上出现的情绪及其触发因素。通过聚焦式半结构化访谈对12名学生（男6名，女6名，平均年龄：15.6±1.2岁）进行了访谈，以确定他们在体育课上的情绪，并探究这些情绪出现的情境。采用扎根理论方法中的归纳法对数据进行分析。学生们报告了广泛的积极和消极情绪。此外，还确定了四个关键触发因素：（I）任务的吸引力，（II）社会归属感，（III）能力，以及（IV）自主性。将讨论与现有理论，特别是自我决定理论（SDT）的相似之处。这些结果可用于提高教师对学生体育课情绪的了解，以便为终身体育活动奠定基础。
