Refusal in physical education—teachers’ strategies and utilization of digital media
IntroductionPhysical education refusal (PER) is a subject-specific form of classroom disruption within physical education (PE). PE teachers are tasked with managing PER effectively to improve learning outcomes and protect their well-being. Teacher interventions occur across institutional, classroom,...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-04-01
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| Series: | Frontiers in Sports and Active Living |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fspor.2025.1576792/full |
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| author | Pierre Meinokat Katja Reimers Ingo Wagner |
| author_facet | Pierre Meinokat Katja Reimers Ingo Wagner |
| author_sort | Pierre Meinokat |
| collection | DOAJ |
| description | IntroductionPhysical education refusal (PER) is a subject-specific form of classroom disruption within physical education (PE). PE teachers are tasked with managing PER effectively to improve learning outcomes and protect their well-being. Teacher interventions occur across institutional, classroom, and relationship dimensions. However, existing research has not yet adequately addressed the increasing role of digitalization.MethodsTherefore, this interview study explores the potential of digital media by investigating PE teachers' strategies for dealing with PER (RQ1) and their use of digital media in this process (RQ2).ResultsFindings show, for the first time internationally, an empirical basis for connecting the dimensional framework to reported strategies, hereby confirming and enhancing existing research. Teachers tend to use strategies that are based in the classroom dimension where they seem to have the best possible influence. In terms of use of digital media, teachers prefer software solutions to deal with PER, supplemented, if possible and sensible, by hardware and methodical structuring.DiscussionCombining these findings into a preliminary model, this study lays the foundation for future research in dealing with PER in digitally based PE lessons. |
| format | Article |
| id | doaj-art-319c13b5fbfb4e308f4f558e44c89651 |
| institution | DOAJ |
| issn | 2624-9367 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Sports and Active Living |
| spelling | doaj-art-319c13b5fbfb4e308f4f558e44c896512025-08-20T03:03:29ZengFrontiers Media S.A.Frontiers in Sports and Active Living2624-93672025-04-01710.3389/fspor.2025.15767921576792Refusal in physical education—teachers’ strategies and utilization of digital mediaPierre Meinokat0Katja Reimers1Ingo Wagner2Institute for School Pedagogy and Didactics (ISD), Karlsruhe Institute of Technology (KIT), Karlsruhe, GermanyInstitute for School Pedagogy and Didactics (ISD), Karlsruhe Institute of Technology (KIT), Karlsruhe, GermanyInstitute of Fine Arts, Music and Sports, Ludwigsburg University of Education, Ludwigsburg, GermanyIntroductionPhysical education refusal (PER) is a subject-specific form of classroom disruption within physical education (PE). PE teachers are tasked with managing PER effectively to improve learning outcomes and protect their well-being. Teacher interventions occur across institutional, classroom, and relationship dimensions. However, existing research has not yet adequately addressed the increasing role of digitalization.MethodsTherefore, this interview study explores the potential of digital media by investigating PE teachers' strategies for dealing with PER (RQ1) and their use of digital media in this process (RQ2).ResultsFindings show, for the first time internationally, an empirical basis for connecting the dimensional framework to reported strategies, hereby confirming and enhancing existing research. Teachers tend to use strategies that are based in the classroom dimension where they seem to have the best possible influence. In terms of use of digital media, teachers prefer software solutions to deal with PER, supplemented, if possible and sensible, by hardware and methodical structuring.DiscussionCombining these findings into a preliminary model, this study lays the foundation for future research in dealing with PER in digitally based PE lessons.https://www.frontiersin.org/articles/10.3389/fspor.2025.1576792/fullphysical education refusaldigitalizationclassroom managementclassroom disruptionsinterviewteacher |
| spellingShingle | Pierre Meinokat Katja Reimers Ingo Wagner Refusal in physical education—teachers’ strategies and utilization of digital media Frontiers in Sports and Active Living physical education refusal digitalization classroom management classroom disruptions interview teacher |
| title | Refusal in physical education—teachers’ strategies and utilization of digital media |
| title_full | Refusal in physical education—teachers’ strategies and utilization of digital media |
| title_fullStr | Refusal in physical education—teachers’ strategies and utilization of digital media |
| title_full_unstemmed | Refusal in physical education—teachers’ strategies and utilization of digital media |
| title_short | Refusal in physical education—teachers’ strategies and utilization of digital media |
| title_sort | refusal in physical education teachers strategies and utilization of digital media |
| topic | physical education refusal digitalization classroom management classroom disruptions interview teacher |
| url | https://www.frontiersin.org/articles/10.3389/fspor.2025.1576792/full |
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