Attitudes and Experiences in Physical Education

Physical education (PE) plays a pivotal role in shaping lifelong health behaviours, psychosocial development and academic engagement. Research has explored the multifaceted attitudes that students and teachers hold towards PE, revealing how beliefs about competence, autonomy and enjoyment influence participation both within and beyond the school environment. Students’ emotional responses to specific units—ranging from traditional sports to yoga or outdoor adventure—have been shown to affect their motivation and intent to pursue physical activity outside the curriculum. Teacher expertise and knowledge of health guidelines underpin the quality of instruction, yet gaps in understanding can hinder the delivery of evidence-based practice. Factors such as content relevance, the use of fitness testing and the broader social context converge to shape individual and group experiences, with demographic variables including age, gender and body-weight status modulating perceptions of importance and self-efficacy. The global significance of this field is reflected in efforts to tailor PE curricula that foster positive attitudes, support psychological needs and promote sustained active lifestyles.

Research from Nature Portfolio

Recent studies have highlighted a persistent knowledge gap among educators regarding health recommendations for youth physical activity. A large-scale survey of secondary school teachers revealed that fewer than one in ten accurately identified current guidelines for frequency, intensity and duration of exercise needed to promote health in children and adolescents. While a majority demonstrated correct understanding of intensity levels, significant deficits were found in knowledge of frequency and duration. These findings underscore the necessity for targeted continuing professional development and curriculum resources that equip teachers with up-to-date, evidence-based guidance to inform lesson planning and health promotion strategies.

Attitudes and Experiences in Physical Education publication trend

The graph below shows the total number of articles in attitudes and experiences in physical education across all publications each year (not limited to Nature Index journals).

Technical terms

Physical self-efficacy: An individual’s belief in their ability to perform physical activities successfully.

Basic psychological needs: Core needs for autonomy, competence and relatedness that drive motivation and well-being.

Intrinsic motivation: Engagement in an activity for its inherent satisfaction rather than external rewards.

Perceived control: The sense of influence an individual feels over performance and outcomes.

Fitness testing: Standardised assessments of physical capabilities, such as endurance, strength or flexibility.

References

1. Physical education teachers’ knowledge of physical activity recommendations for health promotion in children and adolescents. Scientific Reports (2023).
2. An Investigation of Content-Specific Unit Emotions in Secondary Physical Education. Education Sciences (2024).
3. Effects of Basic Psychological Needs on Physical Self-Efficacy and Attitudes toward PE in Korean Middle-School Physical Education. Healthcare (2023).
4. The if, why and how of fitness testing in secondary school physical education in the United Kingdom. European Physical Education Review (2023).