Negative Experiences in Physical Education

This assignment delves into the topic of physical education and its impact on students. It specifically focuses on negative experiences that adolescents face during physical activity classes, analyzing the reasons behind these perceptions and their influence on student engagement and motivation. The research paper draws upon various sources like scholarly articles and studies to provide a comprehensive understanding of this issue.

Running head: RESEARCH SKILLS
Physical activity participation
Name of the student
Name of the University
Author’s note

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Summary
Topic - “When the Physical Activity Participation Promotes inactivity: Negative experiences of
Spanish Adolescents in Physical Education and Sport”.
This article analyzes the negative effects cause from the sports and physical education. This
method is to be proved by a qualitative analysis by taking interviews of some teenagers who
doesn’t do any physical activity. Physical inactivity is the most recent scenario in the Western
industrialized societies and has become a great concern for the well being and public health. The
Health department and World health Organization together are trying to support focus of the
children and the youth in the physical activity. The teenagers who are physically not active and is
habituated to lead mostly stationary lifestyles cannot experience the benefits of activities and
exercises. Lack in physical activity a person may damage the proper growth and development in
the health of teenagers and have a negative effect on their fitness and health. Lack of physical
activity in teenager may leads to cardiovascular disease, increase in blood pressure, cholesterol
and so on. Although performance is understood as productive and gets efficient results for
objectives, the value or the worth of the person depends on the performance of the person. There
can be negative performances with respect to anxieties, struggles and disappointments. The
culture in performativity contains as whole a series of knowledge and technologies. This paper
has given the physical performance of the youth which has long been in research to create
enjoyment. The procedure of research followed the quantitative data collection with
semistructured interviews lasting for 45 minutes to 1 hour. This was the tape recorded interview
with the inactive adolescents. There was comparative strategy for feeding the analysis of the
results of inactivity and less of physical exercises. The informants in the quantitative phase were
made of the activities that can be reported by own and estimated energy expenditure. The

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participants were aged from 17 to 18 years. The intensity of activity and the average values are
assigned with the activities in epidemiological studies. The physical activity index was expressed
in kcal/kg/day. The people who remain inactive generally they used to get rejection and
exclusion from the peer group. The inactive students gave views on their bas experiences in the
curriculum. This is the performativity culture which is often symbolized with violence.
According to certain inactive girls, certain teachers showed more favoritism towards boys and
gave better marks on the basis. This paper thus gave a research based study on the results of the
physical inactive and the negative reasons and causes associated with it.
Annotated bibliography
Beltrán-Carrillo, V. J., Devís-Devís, J., Peiró-Velert, C., & Brown, D. H. (2012). When
physical activity participation promotes inactivity: Negative experiences of Spanish
adolescents in physical education and sport. Youth & Society, 44(1), 3-27.
In this article Beltrán-Carrillo et al, (2012) reviews about the negative experiences of
Spanish adolescents in physical education and sport which could be identified by the physical
activity participation that promotes inactivity. The authors here tried to identify the root cause of
the negative experiences and inactivity among the adolescents and whether it was linked to the
social experiences. The method used was the qualitative data collection gathered from the
academic year of 2004-2005 with semi structured interviews among the teenagers of 17-18 years
of age. The author suggested the possible reasons are associated mainly with the gender biases,
punishments, scolding. Thus it can be concluded that the inactive adolescents had different
negative experiences and clearly related to social experiences.

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Fox, C. K., Barr‐Anderson, D., Neumark‐Sztainer, D., & Wall, M. (2010). Physical activity
and sports team participation: Associations with academic outcomes in middle school and
high school students. Journal of School Health, 80(1), 31-37.
The purpose of the study in the paper is to identify the associations between sports team
participation, physical activity and outcomes in academics in middle and high school students.
The aim is to identify the reason behind the physical activity team participation. The methods
used in the study is the data drawn from the project EAT (Eating Among the teens) in which the
survey was done among the middle and high school students. The students self reported the
hours they indulge each week in physical activities like sports participation. Two regression
statistical models were constructed with GPA and the results were calculated. The results shows
that for the girls of high school the physical activity and participation of team were both
associated with higher GPA. For the boys only the participation in sports team is associated with
higher rate of GPA. Thus this paper concluded that the academic success was found to be
positively co related with the physical activity involvement and the sports team participation.
Hayball, F., & Jones, M. I. (2016). Life after sport? Examining life skill transfer following
withdrawal from sport and compulsory physical education. British Psychological Society.
Hayball & Jones, (2016) in this paper has identified the examining life skills for the life
after sport. The aim of this study was to explore whether the young women who were withdrawn
from the sports can develop life skills and explore the process the process of transferability
across life domains. The methodology that the researchers used were the qualitative descriptive
study collected in semi structured interview among 8 females who had undergone withdrawal
from the sport. The analysis of the data was done using the culminated 61 basic codes and

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themes of higher degrees. The results suggested of completely different life skills development.
It can be concluded that the awareness and skills developed outside the sports are due to new
learning, appraisal in the event and valuable rewards.
Cleland, V., Dwyer, T., Blizzard, L., & Venn, A. (2008). The provision of compulsory school
physical activity: Associations with physical activity, fitness and overweight in childhood
and twenty years later. International Journal of Behavioral Nutrition and Physical
Activity, 5(1), 14.
This research article helps in the determination of the provision of physical activity in the
higher levels of compulsory school that will help in the students increase in fitness. The aim is to
identify the reason of adopting the provision for physical education in school. The methods used
are the part of fitness survey in 108 schools and the report with frequency with the weight
defined in BMI. The results suggested the baseline and median indicated the fitness level more
associated with the physical activity performance in the schools. Thus, it can be concluded that
the amount of compulsory physical activity is to be increased in the schools as far as the fitness
and the overweight are associated.

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References
Beltrán-Carrillo, V. J., Devís-Devís, J., Peiró-Velert, C., & Brown, D. H. (2012). When physical
activity participation promotes inactivity: Negative experiences of Spanish adolescents in
physical education and sport. Youth & Society, 44(1), 3-27.
Cleland, V., Dwyer, T., Blizzard, L., & Venn, A. (2008). The provision of compulsory school
physical activity: Associations with physical activity, fitness and overweight in childhood
and twenty years later. International Journal of Behavioral Nutrition and Physical
Activity, 5(1), 14.
Fox, C. K., Barr‐Anderson, D., Neumark‐Sztainer, D., & Wall, M. (2010). Physical activity and
sports team participation: Associations with academic outcomes in middle school and
high school students. Journal of School Health, 80(1), 31-37.
Gall, S. L., Jose, K., Smith, K., Dwyer, T., & Venn, A. (2009). The Childhood Determinants of
Adult Health Study: a profile of a cohort study to examine the childhood influences on
adult cardiovascular health. Australasian Epidemiologist, 16(1), 35.
Hayball, F., & Jones, M. I. (2016). Life after sport? Examining life skill transfer following
withdrawal from sport and compulsory physical education. British Psychological Society.
Taylor, J. (2012). Students' and Teachers' Perceptions of Physical Education.