Appropriate instructional practices’ positive effects on former PE students’ experiences in PE

Abstract

When students attend and participate in their physical education (PE) classes, there is the hope that they will learn the content and then be able to make application through their participation in class activities and games. Beca use of this, having a positive experience, for some students, will make or break their PE experience. The purpose of this study was to investigate what instructional practices made PE a positive experience for former K-12 students. Participants were surveyed in regard to their K-12 PE experiences and which instructional practices positively affected them. Generally, it was learned that the participants liked having a choice of activities, participating in competitive games, the PE teacher knowing the students, and the activities and games the students participated in. The results from this study can be beneficial to current K- 12 PE teachers and Physical Education Teacher Education (PETE) majors.