Submitted by: Jodi Harding-Kuriger, HPEC Past President
In physical education (PE), creating meaningful experiences that engage and inspire students is a critical goal. The Meaningful PE (MPE) approach emphasizes the importance of democratic and reflective practices to promote experiences that truly resonate with students. Central to this process is student voice—listening to and learning from students’ lived experiences to shape better, more inclusive PE practices.
Why Student Voice Matters in PE
Secondary students bring years of personal experiences that shape their understanding of what makes PE meaningful. These insights provide valuable guidance for educators striving to improve student engagement. After all, students often know best what works—and what doesn’t—in their classrooms. By seeking their perspectives, taking their feedback seriously, and integrating their ideas, educators can create more relevant and impactful PE experiences.
This concept aligns seamlessly with the MPE approach, which seeks to co-create meaningful experiences with students. It reminds us that PE should be more than physical activity; it should be a space where students feel seen, heard, and empowered.
Listening to Alberta Students: A Research Journey
To explore what meaningfulness in PE looks like from a student perspective, we collaborated with 55 secondary students (ages 12–15) from a sports academy in urban Alberta. Using Group Concept Mapping (GCM)—a collaborative research method—we invited students to share their thoughts on what meaningful PE means to them and how it can be achieved.
The goal? To ensure their voices directly inform how educators approach PE, fostering practices that are not only student-centered but also contextually relevant.
What We Learned
This project yielded two key outcomes:
A Collaborative Process: The use of GCM allowed students, teachers, and researchers to work together as equal contributors. This participatory approach reinforced the importance of democratic practices in PE, where students have a real say in shaping their learning experiences.
Meaningful Insights: Students articulated what makes PE meaningful to them, providing a foundation for educators to refine their practices. Their insights highlighted the importance of tailoring PE to students’ unique needs and lived experiences.
Bridging Process and Practice
One of the biggest takeaways from this research is that process and outcomes are inseparable. The collaborative methods we used—rooted in student voice—laid the groundwork for the findings themselves. They also underscored how essential it is for educators to continually reflect on their practices, ensuring they align with the evolving needs of their students.
Moving Forward: A Call to Action
The MPE approach challenges us to rethink how we engage students in PE. By prioritizing student voice, we can move beyond one-size-fits-all approaches to create more inclusive, meaningful, and engaging experiences. Secondary students, with their wealth of lived experiences, hold the key to unlocking these possibilities.
As educators, our role is to listen, reflect, and act. By partnering with students, we can transform PE into a space that not only promotes physical activity but also fosters connection, growth, and a lifelong appreciation for movement.
What steps can you take to empower student voice in your PE classes? Let’s start the conversation and reimagine what meaningful PE can look like together. Connect with me at jodi.harding@gmail.com.
Further Meaningful PE Connections
