Search

Background: Physical Education (PE) classes are vital for nurturing students' social development and promoting collaboration. This study examined how primary and middle school students perceived PE classes, with a focus on collaboration, well-being and enjoyment, teacher behavior, the inclusion of nondisabled and disabled students, and general class behavior. Methods: One-hundred and seventy students (24 primary school and 146 middle school students) were surveyed using a questionnaire. Results: Exploratory Factor Analysis identified seven factors including: well-being, activities for all students, teacher-oriented behavior, collaboration, and attention to students with disabilities. Linear regressions on each identified Factor revealed higher well-being (Factor 1) between primary and middle school students. In addition, the perceived well-being in PE classes and staying together with classmates among younger middle school students was found to be higher than that reported by their older counterparts in middle school. The analysis also revealed that males perceived a higher well-being in PE classes than females. Conclusion: The research underscores that primary and especially middle school PE teachers should promote the well-being of students by creating inclusive and enjoyable PE classes. The PE classes should consider the differences between sexes and the individual differences. Finally, this research lays the foundation for future investigations to refine inclusive PE strategies and improve students' well-being.