Children's Experiences of Physical Education

A large majority of studies of physical education in the UK have been conducted from the perspective of ‘legitimate adults’, parents, teachers, educationalists and the researcher, ironically excluding children from the research process (Dyson 1995). The purpose of this study was to establish children's experience of physical education in terms identified and defined by them. Through the analysis of diaries recording children's experience of physical education, in conjunction with group interviews and observations, this paper reports the key factors affecting the nature of what is ‘Physical Education’ for the child. Subjects were aged 11‐16, at Key Stage 3 and 4 of National Curriculum Physical Education, (NCPE) in England and Wales (N=28). The purpose of this study was to initiate a process of giving the child ‘voice’ in educational research and identify how children internalised their experiences of the subject area. The research has found that the significant elements affecting experience for the child are the activity and the cultural characteristics with which it is imbued, and the behaviours and beliefs of teachers and peers in the immediate learning situation.