| Abstract |
Physical Education (PE) has been recognized as a key element in developing student enjoyment for physical activity and healthy lifestyle habits. Student emotions may dictate learning and motivation, but less is known regarding the perceptions of value and control that shape these emotions. Specifically, within certain K-12 PE national curriculums and cultures, the goals and objectives of PE, along with its emphases on physical activity and sport, may influence the emotional response of students and their perceived value of PE. If students feel a lack of value, negative emotions, and marginalized by the content, then it is unlikely their experiences in PE will lead to lifetime physical activity. This study aimed to explore one culture and how students’ perceived values for PE affects their emotions and the potential moderating role of gender and sports. Turkish middle school students (N=469) completed a survey regarding their value beliefs, PE emotions, and their involvement in sport outside of PE. The findings revealed that the value placed on PE was significantly associated with positive and negative emotions. Gender and sports involvement had no moderating role in this effect, despite the importance of sport in the local PE curriculum. In conclusion, higher perceived value for PE corresponded to increases in positive emotions and decreases negative emotions, thereby emphasizing the importance of raising the value students place on PE. The value and emotional experience of students in PE is likely to be influenced by content and this study speaks to the importance of not limiting curriculum to sport and other gendered activities. |
, Kelly L. Simonton 
