The (dis)seriation in Physical Education: a proposal of acceptance of high school students’

Abstract

High School students’ running away from Physical Education (PE) classes has awaken the interest. One of the reasons for this running may be due to the lack of ability with the physical-sports modalities developed in PE, causing some discomfort and embarrassment. It is known that the experiences lived by students in PE can determine the inclination for this curricular component. This quantitative study aimed to investigate whether there is a difference between students who enjoy PE and its (dis)seriated proposal and the perception of competence in this environment. The instrument was answered by 183 students from High School (HS), which 88 were students from the 1^st year, 63 students from the 2^nd year and 32 from the 3^rd year. The data were analyzed by descriptive statistics and the t test of comparison among groups. The results showed that most of people who indicated to enjoy PE and the (dis)seriated proposal, felt more competent in classes of this curricular component, reaching the average of 16.56 (dp = 2.717) and 16.29 (dp = 3,071), respectively, differences were statistically significant (PE - t = 5.892, p =.000, [Dis] - t = 2,660, p =.009) comparing to the group that indicated not enjoying it. Therefore, the positive perception regarding the competence in classes may be related to the variable inclination. Thus, it has become fundamental that the teacher chooses the activities and the level of demand, appropriate for the PE classes and self-perception competence must be evaluated in this environment, because when students feel successful, chances are higher they will remain in class.