Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada.
College of Kinesiology, University of Saskatchewan, Saskatoon, SK, Canada.
Appl Physiol Nutr Metab. 2024 Dec 1;49(12):1658-1665. doi: 10.1139/apnm-2024-0082. Epub 2024 Aug 19.
Affective experiences have been shown to influence attitudes and future behaviors related to physical activity, but no studies have related these experiences to physical literacy or examined affective experiences in quality physical education (QPE). The aim of this study was to describe emotions experienced in a QPE context and relate those emotions to students' physical literacy and self-esteem. A cross-sectional study of 145 4th and 5th grade students was surveyed after a single PE class on their emotional experiences (positive emotions: pride, enjoyment, and relief; negative, emotions: shame, anger, and boredom; aggregate emotional experience as the sum of positive and negative emotions) physical literacy (self-description and movement valuation) and self-esteem. In this QPE context, 73% of students reported only positive emotions, 26% mixed positive and negative emotions and 1% expressed only negative emotions. Pride and enjoyment were strongly co-occurring (89%). Among students expressing mixed emotions, 90% still yielded positive aggregate emotional experiences. Positive emotions have significant ( < 0.001), moderate to strong positive correlations with physical literacy (rho = 0.65 pride, 0.50 enjoyment) and self-esteem (rho = 0.48 pride, 0.38 enjoyment), and negative emotions have significant ( < 0.001), moderate negative correlations with physical literacy (rho = -0.47 shame, -0.30 anger, -0.32 boredom) and self-esteem (rho = -0.33 shame, -0.29 anger, -0.21 boredom). This study reveals strong positive emotional responses by students in a purported QPE context. The presence of mixed emotions with net positive aggregate experiences highlights the importance of consideration of both negative and positive emotions in movement contexts. Affective states have been proposed as key elements of physical literacy, and this study supports this through valence matched associations between both positive/negative affect with physical literacy and self-esteem.
情感体验已被证明会影响与体育活动相关的态度和未来行为，但尚无研究将这些体验与体育素养相关联，也未在优质体育教育 (QPE) 中检查情感体验。本研究的目的是描述在 QPE 环境中体验到的情绪，并将这些情绪与学生的体育素养和自尊联系起来。对 145 名 4 年级和 5 年级学生进行了横断面研究，在一节体育课之后调查了他们的情感体验（积极情绪：自豪、享受和宽慰；消极情绪：羞耻、愤怒和无聊；积极和消极情绪的总和作为总体情感体验）、体育素养（自我描述和运动评价）和自尊。在这种 QPE 环境下，73%的学生报告只有积极的情绪，26%的学生报告混合了积极和消极的情绪，1%的学生只表达了消极的情绪。自豪和享受是强烈共存的（89%）。在表达混合情绪的学生中，90%的学生仍然产生了积极的总体情感体验。积极的情绪与体育素养（rho=0.65 自豪，0.50 享受）和自尊（rho=0.48 自豪，0.38 享受）呈显著（<0.001），中等至强正相关，而消极情绪与体育素养（rho=-0.47 羞耻，-0.30 愤怒，-0.32 无聊）和自尊（rho=-0.33 羞耻，-0.29 愤怒，-0.21 无聊）呈显著（<0.001），中等负相关。本研究揭示了学生在据称的 QPE 环境中产生强烈的积极情感反应。存在混合情绪但总体积极体验的情况突出了在运动环境中同时考虑积极和消极情绪的重要性。情感状态已被提议作为体育素养的关键要素，本研究通过积极/消极情绪与体育素养和自尊之间的匹配关联支持了这一点。
