Non-Participation in Physical education

 Boys are more likely to participate in Physical Education.

 Classes should be more personalized to students. There are some students who feel left out
because they do not enjoy any of the activities they do.
 Attendance in Physical education classes (PE/week)
o 0/week 130 (11.1) 87 (8.3) 0.037†
o 1/week 689 (58.9) 566 (54.1) 0.022†
o ≥ 2/week 351 (30.0) 394 (37.6)
 The lesson with the lowest participation in the study was found to be physical education
(67.49%). Although the participation in Art and Music lessons is slightly higher than the
participation in Physical Education lessons, the rate of those who do not attend the lessons in
general is close to the physical education lessons (66%).
 Undecided about the importance of the distance physical education lesson and 87.67% were
undecided about the effect of physical education lesson on health
o Students don’t know why they are participating in physical education
 A higher prevalence for meeting the SB recommendations was found for those boys (74.8%) and
girls (74.7%) who did not participate in PE classes.
 Inclusion in Physical Education

 Physical educators must be prepared to provide a variety of activities for their students—from
noncompetitive recreational and leisure pursuits to individual goal setting, and/or competitive
team games and activities.
 Changing the physical education culture in order to create a inclusive environment for all
students involves rethinking taken-for granted ideas about how physical education is organized,
how students are grouped, how resources are utilized, how decisions are made, and what
constitutes appropriate or meaningful physical education.
 Additional Choice in PE

 The results show that self-determination in PE gives the pupil a significant increased experience
of happiness, well-being and contentment, and also a higher activity level in PE.
 Earlier research has shown that self-determination has a particularly positive effect on
motivation in PE (Deci and Ryan, 1985, 2000; Ryan and Deci, 2007), in which the psychological
need for autonomy, competence and belonging are seen as necessary in order to increase inner
motivation
 Post-hoc tests with Bonferroni corrections showed that intervention group 1 reported
significantly more well-being than the control group (mean difference = 4.76, 95% CI = 0.4, 9.1, p
= 0.009), but the analysis found no significant differences between intervention group 2 and the
control group (p = 0.241) or between intervention group 1 and 2 (p = 0.878).
 Higher effort during the autonomy class compared to teacher lead
 The findings suggest that by being able to choose those activities that they most enjoy doing,
the pupils’ find PE more enjoyable and associated with happiness.
Field Notes

 Allen forms of Motivation in class

o You vs me
o Call them out, but no need to do it in front of everyone, build a relationship with them
o Do you need a hug?
o Call attention to it
o Find a comfortable relationship with them
o Stand near them to motivate them
o Presence and Vocalize
o Don’t make a scene of it
o Joking and talking with students
o Keeps games close to keep students motivated
 Finley Forms of Motivation in class (Weight lifting)
o Use of student to student motivation
o Walking around to motivate
o Use of presence to make them work
o Motivational talk at the end during stretching time
 Mr. C motivation
o Changes up activity after
o Walks around to help students out
 Mr. Allen Motivation if students have to take class
o Similar techniques to if they have to take it
o Have to show enthusiasm and show excitement
o Make sure to have fun with it, if students see you having fun with it they will be more
likely to have fun too