Perception of Boredom: Students' Resistance to a Secondary Physical Education Curriculum

From the perspective that perceived boredom is a type of emotional resistance to learning, this investigation examined students' perceptions of boredom derived from learning in physical education in secondary schools. A group of physically active university students (N = 35) who completed their entire secondary education in a U.S. Pacific state constructed their perceived boredom in physical education on a Q scale. Data, consisting of students' ranking scores and oral reflections on the content perceived as boring, were analyzed using Q analysis and inductive analysis. Four response patterns were revealed. Four types of conflict between the students' learning expectations and the learning realities accounted for the perceived boredom. The findings suggest that feeling bored is a form of resistance resulted when students are the party with little power or control in the learning process.