The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations (n = 77), individual semi-structured interviews (n = 13) and five focus group interviews (n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

本研究的目的是使用单一累积案例研究方法探索学生对体育教育 (PE) 可见性的看法。数据来自七个参与者观察 ( n  = 77)、个人半结构化访谈 ( n  = 13) 和五个焦点小组访谈 ( n = 18）与挪威公立初中三个班级的九年级学生（14-15 岁）。研究结果表明，学生对可见性的感知因上下文而异；有些学生喜欢在体育课上引人注目，而另一些学生则害怕它。认知变化很快，并因情况而异，受课程内容、教师促进课程的方式、由过去的经验塑造的自我认知、同学的存在、行为和态度、身体压力和社会身体理想的影响。研究结果实现了压力和应对的交易模型（Lazarus 和 Folkman，1984）在确定体育运动中的可见性何时被视为压力和不被视为压力方面的相关性。因此，PE 环境的组织将从这些见解中受益。