Investigating the relationship between emotions and physical literacy in a quality physical education context.

Abstract

Affective experiences have been shown to influence attitudes and future behaviors related to physical activity, but no studies have related these experiences to physical literacy or examined affective experiences in quality physical education (QPE). The aim of this study was to describe emotions experienced in a QPE context and relate those emotions to students' physical literacy and self-esteem. A cross-sectional study of 145 4th and 5th grade students were surveyed after a PE class on their emotional experiences, physical literacy (self-description and movement valuation) and self-esteem. In this QPE context, 73% of students reported only positive emotions, 26% mixed positive and negative emotions and 1% expressed only negative emotions. Pride and enjoyment were strongly co-occurring (89%). Among students expressing mixed emotions, 90% still yielded positive aggregate emotional experiences. Positive emotions have significant (p<0.001), moderate to strong positive correlations with physical literacy (rho=0.65 pride, 0.50 enjoyment) and self-esteem (rho=0.48 pride, 0.38 enjoyment) and negative emotions have significant (p<0.001), moderate negative correlations with physical literacy (rho=-0.47 shame, -0.30 anger, -0.32 boredom) and self-esteem (rho=-0.33 shame, -0.29 anger, -0.21 boredom). This study reveals strong positive emotional responses by students in a purported QPE context. The presence of mixed emotions with net positive aggregate experiences highlights the importance of consideration of both negative and positive emotions in movement contexts. Affective states have been proposed as key elements of physical literacy, and this study supports this through valence matched associations between both positive/negative affect with physical literacy and self-esteem.