Asian minds and bodies: a fresh lens on Asian student engagement in physical education

Despite over two decades of research highlighting the presence and impact of Asian stereotypes in physical education (PE) and sport in Western nations, remarkably little research explores Asian students’ needs, experiences and perceptions of school PE. This article responds to calls for more sustained research on race, ethnicity and cultural diversity [Pang, B. (2018). Conducting research with young Chinese-Australian students in health and physical education and physical activity: epistemology, positionality and methodologies. Sport, Education and Society, 23(6), 607–618. https://doi.org/10.1080/135733. by investigating Asian secondary school students’ experiences of PE in Aotearoa New Zealand. The study emerged from the lead author's desire to understand the factors that influenced her own conflicted sense of identity in PE spaces as a sporty and physically active immigrant Chinese youth. Information about barriers and enablers to Asian students’ PE participation was collected via an exploratory mixed methods design [Wisdom, J., & Creswell, J. W. (2013, February). Mixed methods: Integrating quantitative and qualitative data collection and analysis while studying patient-centred medical home models. Agency for Healthcare Research and Quality (AHRQ Publication No. 13-00] involving an anonymous online survey (n = 97) and two focus groups (n = 10). Reflexive thematic analysis informed by Pierre Bourdieu's concepts of capital, habitus and field, identified four important factors: (1) social connections, (2) reframing skill and ability, (3) teacher pedagogical choices and (4) family attitudes and values. We conclude that a shift away from an historical focus on physical capital towards a greater focus on participation and relationships–which underpin the New Zealand Health and Physical Education (HPE) curriculum–has resulted in more positive experiences for the study participants. As Asian populations grow in countries such as Aotearoa New Zealand, new trans-local spaces characterised by increasing international diversity afford the possibility of changes within the field of PE. Education researchers must listen to the voices of Asian students and work with schools to ensure they respond to their needs and support their wellbeing.