Understanding Parents’ Views on Physical Education and Physical Activity

Implications to Avoid Negative Experiences

Bibliographic Data

ID21556971
AuthorsPablo Saiz-González (0000-0001-6729-8065), Jose Coto-Lousas (0009-0006-8812-3866), Damián Iglesias Gallego (0000-0002-9773-0813), Javier Fernandez-Rio (0000-0002-1368-3723)
Year2025
Volume96
Issue5
Pages44-50
Publication date2025-06-13
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Physical Education Recreation & Dance (JOURNAL)
Journal identifiersISSN: 0730-3084 • E-ISSN: 2168-3816
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07303084.2025.2463907
OpenAlexW4410218002
LanguageEN
References cited30

Parents’ supportiveness plays a crucial role in promoting healthy habits during childhood. Moreover, according to the literature, mothers’ and fathers’ attitudes toward physical education (PE) and physical activity (PA) are connected to their children's PA behaviors. This article shares data from a questionnaire to ascertain parents’ views on PE and PA. Results show that parents’ own negative experiences in PE were associated with a lower perceived importance of PE, PA practice, and PA with their children (i.e., the worse the experience, the lower the perceived importance). Moreover, three reasons emerged for their negative memories: (1) traditional health-focused content, (2) stringent skill evaluations; (3) and PE being perceived as a marginal subject. Thus, reducing negative experiences in PE could be an effective strategy to prevent negative stereotypes about the subject (thereby increasing current and future parental support for the subject and PE teachers) and to encourage greater adherence to a healthy lifestyle later in life

Developmental psychology · Pedagogy · Physical activity · Physical education · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology · Social Psychology

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