Joy was the predominant emotion in compulsory primary education PE, linked to diverse content, cooperative games, absence of competitiveness and cathartic release¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Prospective female teachers most often recalled joy in primary PE, associated with heterogeneity of content, popular games, cooperative challenges, free play and cathartic disconnection. → Gonzalo Flores-Aguilar 2026

Evidence¶

Gonzalo Flores-Aguilar 2026¶

Gonzalo Flores-Aguilar, X`enia Ríos-Sisó, Antonio Muñoz-Llerena. (2026). “I didn't want physical education days to come”: Emotional experiences in physical education of prospective primary education teachers. Learning and Instruction 104 (2026) 102382. https://doi.org/10.1016/j.learninstruc.2026.102382

q2 · i? · qualitative · r3

Thematic analysis of written autobiographical narratives from 56 female prospective teachers; 45 participants addressed joy in CPE. Joy was “manifested through the heterogeneity of the content and, especially, through popular games and cooperative challenges”, with catharsis and free play also cited.

"The most prominent emotion during CPE PE classes as expressed by prospective teachers was joy. In most cases, joy was manifested through the heterogeneity of the content and, especially, through popular games and cooperative challenges (contents)"

Discussion¶

Related Claims¶

• Participants' emotional trajectories shifted progressively from predominantly positive emotions in primary PE to more negative, intense and frequent emotions in secondary PE — related
• Group formation via the captain technique, soccer dominance in free play, content repetition and public anthropometric exposure generated fear, anger, sadness and disgust, especially among girls — related
• Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning — related
• Discriminatory teacher attitudes, including sexism and fat-phobia, were identified as negative emotional triggers in participants' PE narratives — related