Abstract
In Ontario, children and youth in elementary school are required to participate in two 40-minute physical education classes per week (OHPEC, 2011). The curriculum suggests teachers emphasize opportunities to learn and demonstrate knowledge and skills related to living a healthy and active life (OHPEC, 2011). The objective of this study was to explore how youths' experiences in their school physical education and sport contexts shape their understanding of physical activity. This study utilized a case study design that included 26 grade 7 and 8 male and female students at one school. Data was collected through focus group interviews that followed a semi-structured guide; questions centered on youths' physical activity behaviours and their perceptions towards being physically active. All focus group data were transcribed verbatim and analyzed through a grounded theory approach (Corbin & Strauss, 1990). Findings revealed that participants who were engaged only in physical education classes (N = 6 females) perceived physical activity as a required organized sport activity that was not enjoyable. In contrast, youth who were also engaged in competitive school sport teams (N=20 males and females) experienced physical activity behaviours as fun, enjoyable and social activities. Interestingly, boys reported primarily social reasons for engaging in physical activity while girls reported mostly personal reasons. All youth demonstrated limited knowledge of alternative physical activity behaviours (e.g., unstructured activities, non-traditional sports). Findings advance understanding of how youths' perceptions of physical activity can be shaped by early school sport involvement.
