Meinokat Pierre, Reimers Katja, Wagner Ingo
Institute for School Pedagogy and Didactics (ISD), Karlsruhe Institute of Technology (KIT), Karlsruhe, Germany.
Institute of Fine Arts, Music and Sports, Ludwigsburg University of Education, Ludwigsburg, Germany.
Front Sports Act Living. 2025 Apr 10;7:1576792. doi: 10.3389/fspor.2025.1576792. eCollection 2025.
Physical education refusal (PER) is a subject-specific form of classroom disruption within physical education (PE). PE teachers are tasked with managing PER effectively to improve learning outcomes and protect their well-being. Teacher interventions occur across institutional, classroom, and relationship dimensions. However, existing research has not yet adequately addressed the increasing role of digitalization.
Therefore, this interview study explores the potential of digital media by investigating PE teachers' strategies for dealing with PER (RQ1) and their use of digital media in this process (RQ2).
Findings show, for the first time internationally, an empirical basis for connecting the dimensional framework to reported strategies, hereby confirming and enhancing existing research. Teachers tend to use strategies that are based in the classroom dimension where they seem to have the best possible influence. In terms of use of digital media, teachers prefer software solutions to deal with PER, supplemented, if possible and sensible, by hardware and methodical structuring.
Combining these findings into a preliminary model, this study lays the foundation for future research in dealing with PER in digitally based PE lessons.
体育教育拒绝行为（PER）是体育教育（PE）课堂中一种特定学科形式的课堂干扰行为。体育教师的任务是有效管理PER，以提高学习成果并保护学生的身心健康。教师干预发生在机构、课堂和师生关系层面。然而，现有研究尚未充分探讨数字化日益增长的作用。
因此，本访谈研究通过调查体育教师应对PER的策略（研究问题1）及其在此过程中对数字媒体的使用（研究问题2），探索数字媒体的潜力。
研究结果首次在国际上为将维度框架与所报告的策略联系起来提供了实证依据，从而证实并加强了现有研究。教师倾向于使用基于课堂层面的策略，因为他们似乎在这一层面能产生最大影响。在数字媒体的使用方面，教师更喜欢使用软件解决方案来应对PER，如果可能且合理的话，还会辅以硬件和方法结构。
本研究将这些结果整合为一个初步模型，为未来在数字化体育课程中应对PER的研究奠定了基础。
