Emotional experience of boys and girls and their perception of teacher's interpersonal behaviors: a sociocognitive perspective in physical education context

Physical activity decreases during the transition from childhood to adolescence, with greater declines observed in girls. Positive emotional experiences in PE are considered beneficial for long-term engagement in physical activity. Research has repeatedly shown that girls do not perceive PE in the same way as boys. These differences impact their success. However, we know little about the psychological springs that explain them. Purpose: Based on a socio-cognitive theory of emotion, we compared the emotional experiences of boys and girls in PE, in order to examine their self-perceived positive and negative emotions experienced in class. Second, we analyzed the relationships between these perceived emotions and their perception of the teacher's interpersonal behaviors. Method: 419 students, including 231 girls, completed a questionnaire collecting their emotions usually experienced during PE classes and their perceptions of PE teacher's interpersonal behaviors. Results: Even though the students' emotional experience in PE is overall positive, positive emotions are experienced primarily by male students. They are associated with positive interpersonal behaviors and female teachers. On the contrary, girls express a less positive appreciation of PE, experience positive emotions less frequently and perceive less favorably the teachers' interpersonal behaviors. Pleasure emerged as a central aspect to consider when analyzing the emotional experience of boys and girls in PE. Conclusions: the results depict a worrisome picture of girls' emotional experience in PE, which may negatively impact their learning and their long-term involvement in sport activities. To make PE most suitable for girls, teachers can modulate their interpersonal behaviors in the classroom, especially by promoting structure (dominance) and cooperation with students. Keywords: