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Perception of boredom in physical education lessons: What factors are associated with students' boredom experiences?
Citation
Lye, C. M., & Kawabata, M. (2022). Perception of boredom in physical education lessons: What factors are associated with students' boredom experiences? Journal of Teaching in Physical Education, 41(4), 710–719. https://doi.org/10.1123/jtpe.2021-0090
Author
Lye, Chiew Min
•
Kawabata, Masato
Abstract
Purpose: The present study aimed to explore possible factors that have contributed to students’ boredom in physical education (PE) lessons.
Methods: A total of 19 teachers (53% females and 47% males) and 112 students (50% females and 50% males) from two co-educational primary schools completed a set of questionnaires. A focused group discussion was then conducted with 20 students to further examine the relationship between situational factors and boredom.
Results: Findings showed that overall, students highly enjoyed PE lessons and had low levels of anxiety and boredom. However, 20% of the participants agreed that they often experience boredom in PE lessons. In relation to the experience of boredom, a multiple regression analysis revealed that three variables (opportunity costs, monotony, and generalized boredom) were significant predictors of students’ boredom scores.
Conclusions: The PE teacher ought to consider the set of significant predictors of boredom when developing lesson plans and instructional strategies aimed at alleviating the negative emotional experiences.
Methods: A total of 19 teachers (53% females and 47% males) and 112 students (50% females and 50% males) from two co-educational primary schools completed a set of questionnaires. A focused group discussion was then conducted with 20 students to further examine the relationship between situational factors and boredom.
Results: Findings showed that overall, students highly enjoyed PE lessons and had low levels of anxiety and boredom. However, 20% of the participants agreed that they often experience boredom in PE lessons. In relation to the experience of boredom, a multiple regression analysis revealed that three variables (opportunity costs, monotony, and generalized boredom) were significant predictors of students’ boredom scores.
Conclusions: The PE teacher ought to consider the set of significant predictors of boredom when developing lesson plans and instructional strategies aimed at alleviating the negative emotional experiences.
Date Issued
2022
Publisher
Human Kinetics
Journal
Journal of Teaching in Physical Education