Browsing by Author "Lappi, Iina"

Competition is often used in physical education as a means to motivate students, yet it also carries negative consequences. Competition is commonly associated with negative experiences in school sports, which can dissuade some from engaging in physical activities. Understanding this dichotomy necessitates research into students' own perspectives on competition within physical education. This study aims to deepen the understanding among those in the field of physical education about how competition impacts students' experiences and motivation in school sports. The research questions were: How do students perceive competition in physical education? And how do they see it affecting their motivation for physical activity? By understanding students’ experiences, teaching can be tailored to support positive experiences in school sports and motivation for physical activity. This descriptive case study collected data through observation and interviews with sixth-grade students at the teacher training school of the University of Helsinki. Classroom activities were observed during physical education classes, and after each class, one or two students participated in individual interviews. Eight students were interviewed in total, including three girls and five boys. The collected data was transcribed and analyzed through theory-guided content analysis. The analysis highlighted three main themes: interaction and classroom atmosphere in competition, emotions and attitudes towards competition, and the impact of competition on motivation and participation in physical activity. The study showed that being part of a group and receiving encouragement from peers could support students' motivation and participation in competitive situations. Conversely, negative comments and fear of failure could undermine it. Competition evoked strong emotions such as excitement, enthusiasm, and disappointment. At its best, competition motivates students to perform their best, while at its worst, it could detrimentally affect their self-esteem. The results underscored the importance of a playful nature of competition and the formation of teams balanced in skill level. For participation and motivation in physical activity, the key interpretative factors were experiences of social belonging, autonomy, and competence recognized by self-determination theory, students´ goal orientations, and the motivational climate during lessons.