Exploring the Process of Parents’ Recognition of Physical Education: Focusing on Parents whose Recognition Differs from the Objectives of Physical Education in the Courses of Study

Abstract

　　This study aimed to explore the parents’ process of recognizing the value of physical education (PE). Participants were 10 parents with children in the 5th or 6th grades of elementary school with differences in their recognition compared to objectives of Physical Education in the Courses of Study. Data were collected through semi-structured interviews with the parents. Data were analyzed using a Modified-Grounded Theory Approach.

　　The results revealed that parents’ recognition of physical education is based on their “experiences as students” and that “parents’ views of physical education” are formed throughout ten to several decades. In particular, parents’ experiences of relative skill praise during their school years are a factor that reinforces the perception that motor skills are emphasized in physical education. In addition, the results also suggested that schools should appropriately inform parents of their children’s learning status in physical education and create social interactions between parents and children regarding physical education are important in reshaping parents’ recognition of physical education.