Perceived Success and Enjoyment in Elementary Physical Education (2007)

Journal of Applied Research on Learning, Vol. 1, No. 2, Article 1, 2007

This study investigated children’s feelings of success and enjoyment in elementary physical education (PE) activities, and examined the factors to which the children attribute those feelings.

The study, carried out over nine weeks, involved 69 children, 35 boys and 34 girls, in Grades 2, 4, and 6 at a school in suburban Montreal, Quebec. The students attended one hour of PE a week. The school’s curriculum for kindergarten to Grade 2 consisted of a mixed block program featuring games, educational gymnastics, and rhythmic activities, with games receiving the most time and emphasis. The Grade 3 to 6 curriculum focused on activities related to traditional sports such as soccer, volleyball, and floor hockey, with some gymnastics, and about three lessons in square dancing.

The results showed that a high percentage of children felt successful in all three activities. When the activities were compared, the children felt less successful in dance than in either games or gymnastics. In general, girls were more likely than boys to consider themselves successful, and boys were less likely to consider themselves successful in gymnastics and dance than girls were.

Although there were many similarities among the attribution statements the children made about their success, certain differences appeared, especially in response to dance. The children appeared to be aware of differences between the activities, but they seemed to have varied levels of understanding of the factors important to success in those activities.

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APA citation
Lois J. Baron and Peggy J. Downey. Perceived Success and Enjoyment in Elementary Physical Education 2007. Web. 26 Nov. 2022 <>
Lois J. Baron & Peggy J. Downey (2007). Perceived Success and Enjoyment in Elementary Physical Education. Retrieved November 26, 2022, from
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