Students' experience of being seen by their physical education teachers and associated factors
BackgroundThe experience of being seen by physical education (PE) teachers is an important pedagogical term in school settings, and is closely related to the theory of recognition pedagogy and self-determination theory. However, very few studies have been conducted concerning this term, and extant r...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-04-01
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| Series: | Frontiers in Sports and Active Living |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fspor.2023.1101072/full |
| _version_ | 1797845571312025600 |
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| author | Fredrik Andresen Eli Torvik Pål Lagestad |
| author_facet | Fredrik Andresen Eli Torvik Pål Lagestad |
| author_sort | Fredrik Andresen |
| collection | DOAJ |
| description | BackgroundThe experience of being seen by physical education (PE) teachers is an important pedagogical term in school settings, and is closely related to the theory of recognition pedagogy and self-determination theory. However, very few studies have been conducted concerning this term, and extant research has typically been based on small sample sizes, and thus is unlikely to be extrapolated to other contexts.PurposeThe aim of the study was to examine the extent to which students experience being seen by their PE teachers, which factors constitute the phenomenon of being seen as a pedagogical term, and how these factors correlate with students' experience of being seen by their PE teachers. This is the first study to identify factors that constitute the pedagogical term being seen, and uses a quantitative design.MethodA questionnaire was developed on the basis of theory and previous research, and data from 412 students were collected. Principal component analysis was conducted to examine the dimensionality of the questions and which factors could be associated with being seen. From this, indexes were subsequently created for each factor. The association between these factors and the experience of being seen was determined using Spearman's correlation test.ResultsThe results showed that 76.2% of the students reported being seen by the teacher in PE, while 7.8% reported not being seen, and 16.1% of the students neither disagreed nor agreed to being seen by the teacher in PE. The factor analysis indicated that being seen may be related to students' experience of the following: being able to display their skills; the teacher's caring behavior; feedback from the teacher; dialogue with the teacher; and evaluation and goals. The correlation analysis showed that these five factors correlated significantly at a medium level with the students' experience of being seen by their PE teacher.ConclusionThe results point toward the importance of PE teachers giving their students opportunities to display their skills, providing the students with feedback through good dialogue, showing them that their teachers care, and involving students in evaluation and establishing goals in PE. |
| first_indexed | 2024-04-09T17:41:10Z |
| format | Article |
| id | doaj.art-e6d32cdf9ae849478722f05365fa3ee5 |
| institution | Directory Open Access Journal |
| issn | 2624-9367 |
| language | English |
| last_indexed | 2024-04-09T17:41:10Z |
| publishDate | 2023-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Sports and Active Living |
| spelling | doaj.art-e6d32cdf9ae849478722f05365fa3ee52023-04-17T05:37:04ZengFrontiers Media S.A.Frontiers in Sports and Active Living2624-93672023-04-01510.3389/fspor.2023.11010721101072Students' experience of being seen by their physical education teachers and associated factorsFredrik Andresen0Eli Torvik1Pål Lagestad2Physical Education and Sports Science, Nord University, Levanger, NorwayInstitute of Teacher Education, Norwegian University of Science and Technology, Trondheim, NorwayPhysical Education and Sports Science, Nord University, Levanger, NorwayBackgroundThe experience of being seen by physical education (PE) teachers is an important pedagogical term in school settings, and is closely related to the theory of recognition pedagogy and self-determination theory. However, very few studies have been conducted concerning this term, and extant research has typically been based on small sample sizes, and thus is unlikely to be extrapolated to other contexts.PurposeThe aim of the study was to examine the extent to which students experience being seen by their PE teachers, which factors constitute the phenomenon of being seen as a pedagogical term, and how these factors correlate with students' experience of being seen by their PE teachers. This is the first study to identify factors that constitute the pedagogical term being seen, and uses a quantitative design.MethodA questionnaire was developed on the basis of theory and previous research, and data from 412 students were collected. Principal component analysis was conducted to examine the dimensionality of the questions and which factors could be associated with being seen. From this, indexes were subsequently created for each factor. The association between these factors and the experience of being seen was determined using Spearman's correlation test.ResultsThe results showed that 76.2% of the students reported being seen by the teacher in PE, while 7.8% reported not being seen, and 16.1% of the students neither disagreed nor agreed to being seen by the teacher in PE. The factor analysis indicated that being seen may be related to students' experience of the following: being able to display their skills; the teacher's caring behavior; feedback from the teacher; dialogue with the teacher; and evaluation and goals. The correlation analysis showed that these five factors correlated significantly at a medium level with the students' experience of being seen by their PE teacher.ConclusionThe results point toward the importance of PE teachers giving their students opportunities to display their skills, providing the students with feedback through good dialogue, showing them that their teachers care, and involving students in evaluation and establishing goals in PE.https://www.frontiersin.org/articles/10.3389/fspor.2023.1101072/fullphysical educationbeing seenhigh schoolstudentsteacher |
| spellingShingle | Fredrik Andresen Eli Torvik Pål Lagestad Students' experience of being seen by their physical education teachers and associated factors Frontiers in Sports and Active Living physical education being seen high school students teacher |
| title | Students' experience of being seen by their physical education teachers and associated factors |
| title_full | Students' experience of being seen by their physical education teachers and associated factors |
| title_fullStr | Students' experience of being seen by their physical education teachers and associated factors |
| title_full_unstemmed | Students' experience of being seen by their physical education teachers and associated factors |
| title_short | Students' experience of being seen by their physical education teachers and associated factors |
| title_sort | students experience of being seen by their physical education teachers and associated factors |
| topic | physical education being seen high school students teacher |
| url | https://www.frontiersin.org/articles/10.3389/fspor.2023.1101072/full |
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