Exploring task-related student peer interactions in physical education

The central purpose of this dissertation is to explore student perceptions of what they think about their learning processes in physical education lessons. Since these perceptions are based on the interactions that occur in PE, this research focused on social constructions of student informal and formal learning. A grounded theory approach is used with several methodologies (e.g., semi-structured interviews, focus groups, and drawings) that allow children to express themselves and give meaning to their experiences in physical education settings. Based on the findings of an inductive iterative exploration, a draw, write, and tell method is developed that enabled children to talk about their thoughts and feelings with respect to their PE experiences. In addition, digital observation tools were used to explore student perceptions of formal situations (i.e., debate sessions) in the way they judge tactical situations in basketball and what they might have learned.

The results indicated that informal task-related interactions create an informal curriculum that is based on the fear of being mocked, on gender categorizations, and on wanting to have fun. Especially, the ambiguity in these social constructions of learning tasks in PE lessons (e.g. working together, assigned group work, debates/discussions) shaped the informal and formal curriculum in which they were situated. Peers influence student preferences in working with others, their thoughts about working together in specific work group compositions, and also their expectations of learning outcomes for themselves and those of others. The general conclusion of this dissertation is that these task-related refer to the social construction of working with others. Although learning objectives for PE may look transparent, operable, and applicable for seamless use in a quality PE curriculum. Yet, other dynamics may also occur and influence teaching goals when children come together in PE classes. Informal and formal curricula contain aspects and processes that are fluid and contextual. This context of PE lessons is unavoidably a site for peer interactions.