Resilience in physical education: A qualitative exploration of protective factors
journal contributionposted on 2019-05-17, 15:18 authored by Kate E. Tudor, Mustafa Sarkar, Christopher SprayChristopher 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.
Oxford Biomedical Research Council.
- Sport, Exercise and Health Sciences
Published inEuropean Physical Education Review
Pages284 - 302
CitationTUDOR, 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.
PublisherSAGE Publications © The Authors
- AM (Accepted Manuscript)
Publisher statementThis 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/
NotesThis 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.