African Educational Research Journal - Review - Contribution and Importance of Student Ideas in Physical Education Lessons - From a Literature Review Towards a New Approach

Oct 15, 2026

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This review examines students’ ideas, attitudes, and opinions during physical education (PE) lessons, aiming to introduce different viewpoints for improving PE content. It emphasizes three key dimensions—intellectual, social, and emotional—when considering learners’ contributions. The review discusses how student involvement can support effective course planning, more meaningful assessment, and clearer recognition of students’ characteristics for curriculum development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Abstract

Introduction

Literature Review

Prior Models in PE Lessons

Prior Knowledge

Intellectual Development Stages

Cultural Background

Generational Experiences and Expectations

Methodology

Discussion

African Educational Research Journal Vol. 8(2), pp. 258-261, June 2020 DOI: 10. 30918/AERJ.82.20.052 ISSN: 2354-2160 Review Contribution and importance of student ideas in physical education lessons: From a literature review towards a new approach Fuat Erduğan Kirkpinar Faculty of Sports, Edirne, Turkey. Accepted 25 May, 2020 | ABSTRACT
The purpose of this review is to consider the ideas, attitudes and opinions of students during course to contribute some different points of view to improve content of physical education (PE) lesson. So, while considering students ideas we also have to take into account some dimensions like being “intellectual”,“social” and “emotional”. A student can contribute to plan an effective course as well as contribute to effective assessment and in addition to that we also must not miss the point who our students are? In this review, we will touch on the ideas and feelings of students in a physical education lesson but while doing so, we have to identify that what characteristics students should have to contribute adequately to physical education lesson/curriculum.
Keywords: Physical education, student’s perspective, teaching, assessment. | | --- | | E-mail: [fuaterdugan@gmail.com](fuaterdugan@gmail.com). | INTRODUCTION To students, physical education and sports games can be considered as a significant piece of physical education (PE) program (Taggart and Alexander, 1993) . Recent studies especially based on secondary schools, stated that physical education classes are not intense enough and there is a problem with teachers and students to cooperate (Siedentop et al. , 1994) . In this regard, there are many considerations in our daily literature concerning students’ role and ideas in their participation into physical education. In teacher-student interaction within PE lesson, caring about students’ ideas and opinions more and more has been taking place. In physical education, gaining insight into student beliefs is an important source for comprehending what they are thinking and what is their interest and involvement toward the curriculum (Strand and Scantling, 1994) . Data show that teachers can learn what and how to teach from students (Graham, 1996) . LITERATURE REVIEW Before considering what students are thinking, and take into account student ideas and opinions in PE lessons, there are Prior models developped in the literature should be explained and analysed. These models, namely Prior knowledge, Intellectual development, Cultural background, Generational experiences and expectations (Mellon, 2015) represent pillars of the developement of anew perspective that will improve physical education lessons. Prior knowledge When you are planning a class, it is important to determine what your students are likely to know coming into your course, and how well they know it. Intellectual development To design an instruction, students may be helpful. Stages of intellectual development “There are numerous models to mention about students’intellectual development in college. Though there are some different points, all the models tell about a similar progress. Here are some models” (Mellon, 2015) . The models are: Dualism: In the process of intellectual development, students mostly tend to look at the world like it is good-bad or right-wrong, that is, to make black-white distinctions. At this period, teacher’s mission is to give the facts to students and students believe that they should recollect these reality and reproduce the facts. To give conditional answers to students; can be frustrating for them. Multiplicity: The next stage of intellectual development, begins when students realize that experts can disagree and facts can contradict one another. To students at this stage of development, everything becomes a matter of perspective and opinion, with all opinions accorded equal validity. Relativism: As students begin to develop, they begin to back up their opinion

FAQs

What is the main purpose of the review in physical education lessons?

The review aims to consider students’ ideas, attitudes, and opinions to provide different perspectives that improve the content of PE lessons. It also highlights dimensions such as intellectual, social, and emotional aspects of student input.

Which prior models are discussed to support a new perspective in PE?

The review explains and analyzes prior models including prior knowledge, intellectual development, cultural background, generational experiences, and expectations. These are presented as pillars for developing a new approach to PE instruction.

How is the study’s methodology described?

The methodology is based on scanning literature and archives, using archival research. Data interpretation relies mainly on historical comparison derived from literature support.

Oct 15, 2026

Uploaded by Stanford