Students’ Perceived Experiences of Competitive Activities Through Electronic Platforms

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Eve Bernstein
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DOI:
https://doi.org/10.1123/kr.2020-0018
First Published Online:
30 Dec 2020
In Print:
Volume 10: Issue 1
Page Range:
101–108
Restricted access

The purpose of this study was to understand students’ experiences through digital YouTube clips focusing on middle school competitive activities in physical education class. This study was guided by the transactional framework, which states that individuals and institutions, in this case students and competitive activities in physical education class, create certain transactions, and these transactions are shared. Twenty-six YouTube posts were examined. The data were analyzed using the constant comparative method to find patterns in the posting of students’ experiences of participating in these activities. Three major themes of the digital clips clearly emerged. These themes included (a) perceived skill level—the low-skilled student, the athlete, and the Olympian; (b) student demonstration of skills; and (c) teacher-directed experience. These findings suggest that students share transactions in both images and the spoken experiences they are having during competitive activities.

The author (eve.bernstein@qc.cuny.edu) is with Family, Nutrition, and Exercise Sciences, Physical Education Teacher Education Program, Queens College, City University of New York, New York, NY, USA.

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