Do Journaling Activities in Middle School Physical Education Classrooms Improve Student Participation

ABSTRACT This study focuses on the correlation between journaling activities and student participation within the physical education classroom. Through the journal activities further focus will be given to students' perceptions of barriers to physical activity, motivation, and self-efficacy and their relationship to participation in physical education. Volunteers for this study will be chosen from two physical education classes totaling approximately 60 seventh and eighth grade students at a Minnesota middle school. The duration of this study will be approximately four weeks. Data will be collected through daily observation at the beginning and middle of each class period. At the end of study participants will be asked to complete a Likert scale to gauge their perceptions and feelings of the intervention. Results of the data collection will follow.