ABSTRACT

Students’ perceived learning in physical education (PE) is an important yet neglected area of research. Increased knowledge about students’ perceived learning can provide teachers with useful information to promote meaningful learning experiences in PE. Moreover, perceived learning can potentially be an alternative measurement to school grades when analyzing equality of outcome. Given that gender and migration background are associated with equality issues in PE, these groups are of particular focus in this study. With this background, the aim of this paper is threefold: (a) to explore students’ perceived learning in PE in Sweden, (b) to analyze what perceptions of PE are most prominent, and (c) present a way to quantitatively illustrate how perceptions about PE vary across gender and migration background. The analysis was based on a question about students’ perceived learning and was conducted in two steps. First, the students’ answers were categorized using qualitative content analysis. The analysis shows that the perceived learning in PE can be categorized into the following categories: ‘Physical doing’, ‘Emotional experiences’, ‘Health’, ‘Do not learn’, ‘Outdoor Education’ and ‘Social interaction’. Second, by quantitatively illustrate all answers in relation to the six categories, the result showed that the category of ‘Physical doing’ (36%) was the most prominent, and thereafter, in descending order are the categories of ‘Emotional experiences’ (22%), ‘Health’ (18%), ‘Do not learn’ (10%), ‘Outdoor Education’ (10%) and ‘Social interaction’ (4%). The results also showed that regardless of gender and migration background, students have somewhat similar perceptions of what they learn in PE. In this study we: (i) present a categorization of students’ perceived learning in PE, (ii) show that physical doing is a prominent aspect in students answers, lastly (iii) by quantitatively illustrate students’ perceived learning in PE, this study also suggest an alternative measurement to analyze equality in PE.

摘要

学生在体育课（PE）中的感知学习是一个重要而又被忽视的研究领域。关于学生感知学习的知识的增加可以为教师提供有用的信息，以促进体育教学中有意义的学习体验。此外，在分析结果的均等性时，感知学习可能是学校成绩的替代衡量标准。鉴于性别和移民背景与体育教育中的平等问题相关，因此这些群体在本研究中特别受关注。在这种背景下，本文的目的是三重的：（a）探索学生在瑞典对体育的认知学习，（b）分析对体育的认知最突出的，以及（c）定量地说明如何对体育的认识因性别和移民背景而异。该分析基于有关学生感知学习的问题，分两个步骤进行。首先，使用定性内容分析对学生的答案进行分类。分析表明，体育中的感知学习可以分为以下几类：“身体锻炼”，“情感体验”，“健康”，“不学习”，“户外教育”和“社会互动”。其次，通过定量说明与这六个类别有关的所有答案，结果显示``物理行为''类别（36％）是最突出的，其次是``情感体验''类别（22 ％），“健康”（18％），“不学习”（10％），“户外教育”（10％）和“社会互动”（4％）。结果还表明，无论性别和移民背景如何，学生对他们在体育中学到的东西有一些相似的看法。在本研究中，我们：（i）对学生在体育课中的感知学习进行分类，（ii）显示身体锻炼是学生答案中的重要方面，最后（iii）通过定量说明学生在体育课中的认知学习，这项研究还建议了一种替代方法来分析体育中的平等。