Understanding students’ experiences in a PE, health and well-being context: a self-determination theory perspective

Shirley Gray, Fiona Mitchell, John Wang, Ashley Robertson

    Research output: Contribution to journalArticlepeer-review

    11 Citations (Scopus)
    43 Downloads (Pure)


    Framed by Self-Determination Theory, this investigation explored student experience as they engaged in their physical education (PE), health and well-being (HWB) curriculum in Scotland for the first time. We aimed to uncover the features of various learning environments that appeared to impact upon student motivation in PE over the period one academic year. We carried out focus group interviews with students from one state secondary school (secondary 1 and 2; ages 12–14) and its feeder primary schools (primary 7; age 11 years) immediately after a selection of PE lessons throughout the year. Furthermore, to provide some additional context for our analysis, the students in each year completed a questionnaire (pre–post) to identify and understand their motivation for PE over time. The results from the interviews indicated that students had a number of positive and negative PE experiences. However, the results from the questionnaire demonstrate that the students’ experiences during the first year of this ‘new’ curriculum had little impact on their motivation for PE. The findings highlight the importance of mixed methods research to provide context-specific account of student experience. This
    detail may be critical for the development of informed and effective pedagogy that supports student learning, health and well-being.
    Original languageEnglish
    Pages (from-to)157-173
    Number of pages17
    JournalCurriculum Studies in Health and Physical Education
    Issue number2
    Early online date26 Feb 2018
    Publication statusPublished - 2018

    Bibliographical note

    This is an Accepted Manuscript of an article published by Taylor & Francis in Curriculum Studies in Health and Physical Education on 26th February 2018, available online: http://www.tandfonline.com/10.1080/25742981.2018.1442230


    • Physical education
    • basic needs
    • self-determination theory
    • learning experiences
    • health and well-being


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