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Resilience in physical education: A qualitative exploration of protective factors

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journal contribution
posted on 17.05.2019 by Kate E. Tudor, Mustafa Sarkar, Christopher Spray
Resilience refers to findings that some individuals have good outcomes despite exposure to stressors, and protective factors are defined as influences that alter a person’s response to such stressors. Academic resilience research identifies factors that promote positive educational outcomes; however no research to date investigates student resilience in the unique context of Physical Education (PE). The current study sought to explore protective factors that alter secondary school students’ responses to the common stressors associated with PE participation. Interviews and focus groups were conducted with six teachers and 54 students, and transcripts were analysed using thematic analysis. In line with the conceptualisation of protective factors, higher order themes of individual assets and environmental factors were identified. Individual assets included personality, cognitive factors (e.g. value of PE activities) and behavioural factors (e.g. attending extra-curricular activities). Environmental factors included teacher and peer support, and the relative importance of PE promoted by the school and parents.

Funding

Oxford Biomedical Research Council.

History

School

  • Sport, Exercise and Health Sciences

Published in

European Physical Education Review

Volume

26

Issue

1

Pages

284 - 302

Citation

TUDOR, K.E., SARKAR, M. and SPRAY, C.M., 2019. Resilience in physical education: A qualitative exploration of protective factors. European Physical Education Review, 26 (1), pp.284-302.

Publisher

SAGE Publications © The Authors

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

12/04/2019

Publication date

2019-06-09

Notes

This paper was accepted for publication in the journal European Physical Education Review and the definitive published version is available at https://doi.org/10.1177/1356336X19854477.

ISSN

1356-336X

eISSN

1741-2749

Language

en

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