Examining the affective domain in physical education

Patz, William (2025). Examining the affective domain in physical education. University of Birmingham. Ph.D.

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Abstract

UNESCO (2015) outlined ambitious intentions for a broad and holistic Physical Education (PE) curriculum that facilitated student growth across four learning domains (physical, cognitive, social, and affective). However, much of what educators do tends to neglect the affective domain and prioritise the physical learning of young people. Interest in the affective domain has increased recently due to the raised awareness of mental health issues among young people, yet gaps remain in teacher understanding due to the complexity of defining, observing, and measuring the affective domain, including what practices may enable and constrain it in a PE context.

The research questions of this study intend to fill gaps in the literature by examining the affective domain in PE in an international primary school context. Addressing research questions one and two, twelve 60-minute PE lessons were video recorded at an international school in Singapore during 2020. Data were analysed using the Practical Epistemological Analysis (PEA) technique and Dewey’s transactional learning theory to identify indeterminate situations related to the affective domain. Stimulated recall interviews with students provided further data to support and/or challenge the interpretations of the video recordings. Addressing research question three, nineteen interviews took place with teachers (n=11) and students (n=8) during the COVID-19 pandemic. Data were analysed using practice architectures theory to establish the facilitators and barriers to affective learning.
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The findings of this study – using the PEA technique – implied teaching and learning affectively was complex and often meant students did not learn in a fixed linear direction. Affective learning was considered in this study to be the process of change in emotional, attitudinal, and motivational learning. The indicators of affective learning occurred in three indeterminate situations: 1) rules, 2) tasks, and 3) relationships. Through the lens of practice architectures modified games in the curriculum, and identifying the importance of wellbeing were considered facilitators of affective learning. However, priority for the physical domain was the main barrier to supporting the affective domain. Other barriers included: inter- and intra-sport competitions, the use of sport-specific spaces and equipment, school leader and parent prioritisation of sport.

The contribution to knowledge is therefore the novel methodological technique (i.e. PEA) adopted to develop understanding of the affective domain, the evidence of different types of pedagogical contexts that influence the affective domain, and the identification of key barriers and facilitators to the affective domain. To lead a healthy and physically active life, holistic educational outcomes need to be prioritised in PE. Consequently, it is argued in this thesis that PE can play an important role in the struggle against mental health disorders among young people. However, challenges for teachers remain in that the affective domain continues to be complex, multi-faceted, and dynamic.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):