|dc.description.abstract||Aim: The purpose of this study was to identify what motivates 12-14 year old
boys to participate in physical activity and education. More specifically to
identify the barriers they may experience which prevents them from engaging in
their physical education (PE) lessons. The identified barriers were used to
encourage the participants to identify strategies that could be put in place to
improve the PE provision in their school.
Method: Twenty boys aged twelve to fourteen from two schools in the
Cotswolds participated. The data that was collected from four focus group
interviews. Themes were identified such as pupil’s motivation in physical
education, learning environment, activity choice and stereotypes, which
represented the opinions of the boys.
Results: The findings demonstrated the various external factors that can
influence a young individual to take part in physical education. Although gender
stereotypes affected participation, it became clear that stereotypes relating to
image were of a greater concern. Concerns were expressed relating to coeducational
lessons, in particular, the variety of activities that would be available
if girls were included in the lesson. In addition boys acknowledged that a limited
activity choice within one school was a reason for disengagement in PE.
Conclusion: In all of the key themes, the PE teacher was seen to be the most
influential factor in ensuring that pupils participate in PE. Implementing
strategies to involve young people in decision making regarding their learning
has been shown by the participants in this study to positively influence their
motivation and improve the learning environment||en_US