Effects of Music and Lyrics on Activity Level and Perceived Enjoyment in Elementary Physical Education

Previous research has indicted that music is a strong motivator while participating in noncompetitive (e.g. walking, running, weightlifting) and competitive (e.g. sprinting, ultramarathon, road cycling) activities as it stimulates positive affective valence, distract exercisers and athletes from exertion and fatigue, and consequently yield greater physical performance. Some of these affective and physical effects have been found in the limited body of empirical research in K-12 physical education (PE) settings. There is also a lack of research regarding the effects of music lyrics, also in comparison with gender and grade, on pupils’ physical and affective responses in PE. Using factorial analysis of variances, this study aimed to examine the effects of music conditions (i.e. music with lyrics, music without lyrics, no music), grade, and gender on the activity level and perceived enjoyment of three kindergarten and three fifth grade classes. Findings revealed significant main effects for music condition, grade, and gender on the physical measures and for gender on the perceived enjoyment. Significant grade × condition interactions were found in the physical measures and significant gender × condition interactions were detected in the perceived enjoyment. One key conclusion indicates that music with lyrics (a) seems to accompany well with activities that require less higher-order thinking skills, and (b) may be a distraction to pupils’ focus when tactics and strategies are involved. Future research in this area is warranted to provide PE teachers with the most motivating music catered to different classes by gender, grade, and activity type.