Introduction
How quickly can a student’s feelings about physical education (PE) change? In 2018 with some colleagues we set out to answer exactly that by following 221 U.S. middle‑schoolers through a six‑week fitness‑focused unit. Using the validated Student Attitude toward Physical Education (SAtPE) instrument, we captured attitudes at the start and end of the unit, then drilled into the numbers to see what moved—and who was most affected. Our findings offer guidance for PE teachers designing units that keep students engaged and active.
Key Takeaways
Attitudes are malleable, and can dip quickly.
Total attitude toward PE fell significantly from pre‑test to post‑test over only six weeks (η² = .18).Older students are less enthusiastic.
Sixth‑graders started—and ended—the unit with notably higher attitude scores than seventh‑ and eighth‑graders, confirming a grade‑related decline seen in prior research.Gender matters, but not uniformly.
While boys and girls began with similar overall attitudes, boys’ scores (especially on “Enjoyment”) dropped sharply; girls’ remained virtually unchanged, leading to a significant time × gender interaction.Enjoyment and curriculum usefulness drive attitude.
The sub‑factors “Curriculum Enjoyment” and “Curriculum Usefulness” were the strongest predictors of overall attitude and showed the biggest shifts, spotlighting the power of meaningful, engaging content.Written work and tech can be double‑edged swords.
The unit wove in accelerometer data, math/ELA integrations, and written assignments. We speculate these elements may have appealed to some students (girls) while dampening enthusiasm in others (boys), hinting that how we blend academic tasks with activity matters.
Results in Focus
Overall Attitude Scores
Class‑level analyses showed a statistically significant drop in total attitude from pre‑test to post‑test (mean decline ≈ 2.5 points on a 100‑point scale). Although the average still sat in the “positive” range, the movement was large enough to raise concern, especially given the brief time frame.
Age‑Related Patterns
Pre‑test scores ranged from 84 among sixth‑graders to 73 among eighth‑graders, and the gap persisted post‑test. The linear slide echoes long‑standing evidence that enthusiasm for PE wanes with age—and it did so even within a single marking period.
Gender Dynamics
The headline finding was a significant time × gender interaction (η² = .20). Boys’ total attitude fell from 77.5 to 72.8, driven largely by a seven‑percent drop in “Enjoyment,” while girls hovered around 76 throughout. Sub‑factor analysis pinpointed two areas:
Curriculum Usefulness (CU)—boys dipped; girls rose slightly.
Teacher Enjoyment (TE)—boys dipped; girls rose slightly.
These divergent trajectories suggest the same lessons resonated differently by gender, reinforcing the need for nuanced unit planning.
Discussion Highlights
Attitude can change fast.
The study is among the first to document real‑time attitude shifts across one unit, confirming that six weeks is long enough for perceptions to move meaningfully, for better or worse.
Why the boys’ slump?
We propose that the unit’s written components and discussion‑heavy format may have clashed with boys’ expectations of PE as mostly “playtime,” eroding enjoyment. This aligns with earlier work showing boys’ enjoyment is tightly linked to continuous activity, whereas girls often value varied learning formats.
Curriculum relevance is critical.
Because “Curriculum Enjoyment” and “Usefulness” predicted attitude most strongly, teachers should avoid repetitive drill‑and‑play cycles and instead design experiences that feel novel, relevant, and skill‑building each year.
Implications for practice.
Mix movement with meaning. Integrate fitness knowledge and cross‑curricular tasks, but embed them in active, game‑like challenges to keep energy high.
Differentiate by subgroup. Offer choice boards or parallel tasks so boys and girls (and other subgroups) can engage in ways that match their motivations.
Monitor attitude, not just activity. Quick pre‑/post questionnaires can flag declining enthusiasm early, allowing mid‑unit course corrections.
Final Word
Student attitude is a moving target—one that can swing noticeably during a single PE unit. By tracking not just steps or skill gains but how students feel about class, educators can pivot swiftly, ensuring PE remains a place where every student, regardless of age or gender, wants to move, learn, and return tomorrow.
Full Article:
Marttinen, R., Fredrick, R., & Silverman, S. (2018). Changes in student attitude toward physical education across a unit of instruction. Journal of Physical Education and Sport, 18(1), 62-70. https://doi.org/10.7752/jpes.2018.01008
This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.