The Meaning of Physical Activity for Middle School Students in Physical Education Learning: A Qualitative Study with an Interpretative Approach

Abstract

Physical activity in Physical Education learning plays a strategic role in the development of secondary school students, not only in terms of physical fitness but also in terms of meaningful learning experiences. This study aims to understand the meaning of physical activity as perceived by secondary school students through direct experiences in Physical Education learning. The research approach used was qualitative with an interpretive perspective, which views meaning as the result of students' subjective construction based on personal and social experiences. Research subjects were selected purposively, with data collection techniques including in-depth interviews, participant observation, and documentation. Data analysis was conducted thematically through an iterative interpretation process to identify emerging patterns of meaning. The results show that physical activity is interpreted by students as a personal experience involving body awareness, emotional regulation, and self-reflection. Social interactions with teachers and peers as well as a supportive learning environment play an important role in shaping these meanings. Positive meanings of physical activity have implications for increased intrinsic motivation, learning engagement, and a tendency to adopt an active lifestyle outside of school. These findings emphasize the importance of Physical Education learning that is oriented towards students' experiences and meanings to support the formation of healthy attitudes and habits in a sustainable manner