







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 3, No. 1, 2022 
www.scholink.org/ojs/index.php/eshs 

41 

Original Paper 

Attitudes of Primary School Pupils to Physical Education 
Tomáš Polívka1* & Ludmila Fialová1 

1 Charles University (Department of Pedagogy, Psychology and Didactics P.E: and Sport), Prague, 

Czech Republic 
* Tomáš Polívka, Charles University (Department of Pedagogy, Psychology and Didactics P.E: and 

Sport), Prague, Czech Republic 

 

Received: December 18, 2021   Accepted: December 31, 2021    Online Published: January 21, 2022 

doi:10.22158/eshs.v3n1p41                       URL: http://dx.doi.org/10.22158/eshs.v3n1p41 

 

Abstract 

Background: The descriptive study focuses on pupils’ attitudes towards physical education lessons. 

There are also two other issues discussed in the physical education community. The first is P.E. 

assessment of pupils. The second issue is relieving from P.E. lessons. The motivation of pupils at the 

beginning of school and the subsequent evaluation of their activity is important for development of 

positive attitudes among all pupils. Aim: The aim of the research is to find out how pupils perceive P.E. 

lessons because physical activities are important for health and a healthy lifestyle. Methods: The data 

were statistically analyzed in the R program. The Chí-square test for non-parametric data was used to 

assess statistical significance. We used the coefficient of determination to evaluate material 

significance. Results: Almost 88% of respondents engage in sports activities at different levels. 

Material significance is found in the following cases: Physical Education is more popular with boys 

and is also much more important for boys. Statistical significance wasn’t found for two items. 

Conclusion: We see a link between the low level of motor abilities and the reasons for the absence of 

pupils in Physical Education classes, as well as their positive feelings when P.E. classes get cancelled.  

Keywords 

physical activity, motivation; attitudes to P.E., current topics in P.E 

 

1. Introduction 

The descriptive study focuses on topics related to the perception of P.E. by primary school pupils. 

Health is the most important value in life therefore this topic should be included in discussions with 

children from an early age. According to the WHO, lifestyle is a result of childhood education. Hancox, 

Milne and Poulton have the same opinion, arguing that excessive television viewing in childhood is 

associated with overweight and obesity, low fitness, smoking and increased cholesterol in adulthood. 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
42 

Published by SCHOLINK INC. 

Jeřábek and Tupý consider the education of children for active advancement, responsibility and 

protection of physical health as a priority of the current educational trends in primary education in the 

Czech Republic (Hancox, 2014; Jeřábek, 2007; WHO, 2002).  

HBSC (Health behavior in School-Aged Children) follows the health behavior of the young generation. 

The HBSC results have several sections. We present some results regarding physical activity from 

2016, because they directly relate to our study. HBSC claims that most Czech children are conditioned 

with their lifestyle. Compared to other countries, the Czech Republic is rather at the bottom of the 

ladder. Most children suffer from lack of physical activity (80%). Many children spend a lot of time 

watching TV and using computers. Obesity affects 29% of 11-year-old boys, 28% of 13-year-old boys 

and 23% of 15-year-old boys. Czech children are no different from the international average (Gecková, 

2016). 

The aim of the research is to find out how pupils perceive P.E. lessons because physical activities are 

important for health. Children’s perception of the value of health is influenced by school and family 

(WHO, 2002). Information about the value of health is passed on to children in Health Education. 

Health Education has been implemented in school curricula since 2007. One component of health is 

physical health, P.E. deals with this component. The main objectives of Physical Education are 

complex. Fialová defines the objective of Physical Education at school as follows, “the main objective 

is to stimulate and promote a bio-psycho-socially effective lifelong exercise regime, health prevention, 

mobility skills, physical skills, knowledge, personal characteristics and positive attitudes of pupils 

towards exercise”. The last part of the definition is the most important. This section emphasizes the 

nurture of pupils’ positive attitudes towards physical activities. Sufficient, quality physical activity is 

an important determinant that contributes to human health (Fialová, 2010, p. 89). 

There are also two other issues discussed in the physical education community. The first is P.E. 

assessment of pupils. The second issue is relieving from P.E. lessons. Cihlář points to an important 

function of assessment in that positive assessment influences the attitudes of the pupil towards P.E in 

the dimension related to performance and health. An interesting finding is that the activity of the 

parents has an impact on the activity of the child. The motivation of pupils at the beginning of school 

and the subsequent evaluation of their activity is important for development of positive attitudes among 

all pupils. Cihlář also observes a low level of motor abilities in his research. It measured performance 

using the Unifittest 6-60 test battery. Most probands are below average and over 60% of children do 

not get even one hour of exercise a day (Cihlář, 2017). 

 

2. Method 

2.1 Research Tool 

The research tool is a questionnaire divided into five sections. In this study, we present the results of 

the first and second section of the research tool. There are two types of items in these five sections. The 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
43 

Published by SCHOLINK INC. 

first type is an open question. The second type is the answer to a question bounded by a scale. The first 

section has 6 questions focused on popularity, significance and intensity of P.E. for pupils. This section 

was taken from the standardized questionnaire of Hrabal and Pavelková (Hrabal, 2015). The 

questionnaire was used to determine the relationship of Czech pupils to individual school subjects. The 

second section has four questions and tracks feelings and emotions in P.E. lessons. Part of the questions 

is taken from Frano, other questions are open and supplemented by Antala. Questions supplemented by 

Antala explore what pupils are afraid of and what activities they do not enjoy (Antala, 2012; Frano, 

1977; Frömel, 1999; Hrabal, 2015; Sigmundová, 2012).  

2.2 Research Sample 

The research sample was chosen deliberately and consists of secondary school pupils. In the results 

section, we divided the set into boys and girls in order to observe differences in attitudes between the 

sexes. The questionnaires were administered by Faculty of Physical Education and sport Charles 

University students as part of their practice. A total of 589 questionnaires were completed. The 

conditions for exclusion from the research were set out as follows: no identifying data (height, weight, 

age), more than three unanswered entries in the questionnaire, or a nonsensical answer to an 

open-ended question. If the respondent wrote that they didn’t understand the question, we wrote the 

missing code into the data. We didn’t take that as a missed question. Analysis of the data showed these 

problems mainly concern two items, we didn’t include these items in the interpretation of the results. 

This way, we ensured the relevance of the data. Following this correction, we included 480 

questionnaires to the research. You can see the representation of each type of education programme of 

the sample in Table 1. We used the International Classification Scale (ISCED) of 2011 to divide the 

probands. Table 2 shows psychometric indicators according to the educational programme. 

 

Table 1. Division by Educational Programme 

  Boys  Girls  All  

Lower secondary ISCED 2 37 41 78 

8-year grammar school  ISCED 2 95 67 162 

6-year grammar school  ISCED 2 11 10 21 

4-year grammar school  ISCED 2 52 83 135 

High school with graduation  ISCED 3 27 57 84 

All   222 258 480 

 

 

 

 

 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
44 

Published by SCHOLINK INC. 

Table 2. Psychometric Indicators of the Research Sample 

 Age (years) SD Height (cm)  SD Weight (kg)  SD 

Boys  15.69 1.83 171.17 10.93 59.67 12.21 

Girls 15.67 2.31 165.50 7.72 55.00 9.30 

All 15.68 2.10 168.13 9.75 57.16 10.98 

 

2.3 Statistical Analysis 

The Cronbach’s alpha coefficient was used to evaluate the internal consistency of the psychometric 

indicators that were analyzed. The data was analyzed in the R program. We transformed answers into 

tables. We used the Chí-square test to determine statistical significance (Skutil, 2011). The hypothesis 

is established as follows: There is no difference in the results between the group of boys and girls. If 

the resulting Chí-square value of the test is less than 0.05 (,,p=.05”) the null hypothesis will be rejected. 

As part of the interpretation of the data, we decided to work with effect size. The coefficient of 

determination can be applied to ordinal data. For this coefficient, the effect occurs if the difference 

between elements is more than 10% in this case, we point to material significance. Data not bounded 

by a scale were converted into a graphical form. We used percentages to interpret the data 

(Sigmundová, 2012). 

 

3. Results 

In the following chapter, we present the results of our research. Cronbach’s alpha is 0.7, this value 

shows good internal consistency. Table 3 contains descriptive statistics. The most common median 

value is 2. This indicates a rather more positive expression of the individual items. Modus is identical 

to the medians of the individual items. The item evaluating motivation is at 4, in this case indicating a 

low level of motivation. 

 

 

 

 

 

 

 

 

 

 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
45 

Published by SCHOLINK INC. 

Table 3. Descriptive Statistics for Individual Items 

 Mean SD Mode Median Quartile 3 Quartile 1 IRQ Skew Kurtosis 

Popularity of P.E.  2.27 1.00 2 2 3 1 2 0.49 -0.21 

Attitude to P.E.  2.33 0.91 3 3 3 2 1 0.26 -0.52 

Motivation to P.E.  2.70 1.00 4 4 4 3 1 0.12 -0.36 

Significance of P.E. 2.76 1.11 2 2 3 2 1 0.21 -0.42 

Difficulty of P.E.  3.28 1.03 2 2 3 2 1 0.66 0.55 

Talent in P.E. 2.77 1.00 2 2 3 2 1 0.32 -0.21 

Feelings in P.E. lessons 2.18 0.83 2 2 3 2 1 0.46 0.20 

Feelings when P.E. lesson is cancelled 2.35 1.17 3 3 3 1 2 0.41 -0.75 

 

The sample was divided by sex. The samples were compared using the Chí-square test, to search for 

statistical significance. In Table 4 we provide results of the data analysis. We point to the statistical 

significance between boys and girls (,,p=.05”). Statistical significance was demonstrated in six items.  

 

Table 4. Statistical Analysis of Individual Items 

Item  Sex Scale range  

  Very popular Unpopular  

Popularity of P.E. 

Chi-square 0.000 

Boys  

Girls  

17% 

35% 

37% 

33% 

36% 

22% 

8% 

8% 

2% 

3% 

  Very hardworking I don’t try at al  

Attitudes to P.E.  

Chi-square 0.000 

Girls 

Boys  

15% 

16% 

54% 

47% 

23% 

29% 

7% 

6% 

1% 

3% 

  Very motivated Not motivated 

Motivation to P.E. 

Chi-square 0.000 

Girls 

Boys  

11% 

10% 

33% 

34% 

40% 

37% 

12% 

14% 

4% 

5% 

  Very important Insignificant 

Significance of P.E.  

Chi-square 0.000 

Girls 

Boys  

9% 

18% 

23% 

37% 

38% 

27% 

18% 

16% 

12% 

3% 

  Very demanding Very easy 

Difficulty of P.E Girls 5% 17% 40% 27% 12% 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
46 

Published by SCHOLINK INC. 

Chi-square 0.146 Boys  5% 13% 41% 25% 15% 

  Very talented Talentless 

Talent in P.E.  

Chi-square 0.051 

Girls 

Boys  

10% 

12% 

26% 

35% 

38% 

34% 

19% 

14% 

7% 

5% 

  Always good Always bad  

Feelings in P.E. lessons 

Chi-square 0.000 

Girls 

Boys 

14% 

12% 

45% 

50% 

34% 

23% 

6% 

2,.5% 

1% 

0.5% 

  I’m always happy I’m always upset  

Feelings when P.E. lesson is cancelled 

Chi-square 0.012 

Girls 

Boys 

38% 

24% 

21% 

50% 

27% 

23% 

9% 

2.5% 

5% 

0.5% 

 

First item shows the popularity of P.E. Physical education is more popular with boys than girls. In the 

categories Very Popular and Neither Popular, nor Unpopular, differences are higher than 10%, we 

observe material significance. The category Very Popular was more frequently checked by boys (18%). 

The category Neither Popular, Nor Unpopular was more frequently checked by girls (14%). Chi square 

showed statistical significance between boys and girls. 

Pupils’ approach to physical education lessons is shown on the second item. Most pupils are in the 

category Hardworking or in the Sometimes I Try category. We do not observe a difference of more 

than 10% in the approach of individual groups and we do not observe material significance, but 

statistical significance is demonstrated. Third item shows the self-assessment of a pupil’s motivation. 

An important element of motivation in our set will be external motivation by the teacher. Over 

two-thirds of both boys and girls are in the “Motivated” and “Moderately Motivated” categories. Chi 

square showed statistical significance between boys and girls. The significance of P.E. is shown in item 

four. For the girls’ sample, the distribution is very similar to the normal distribution. As for boys, only 

a few individuals are in the “insignificant” category while most boys checked the “important” category. 

This category appears to be significant. It can therefore be concluded that for the boys is P.E. more 

important than for the girls. Chi square showed statistical significance between boys and girls. Fifth 

item presents findings on the difficulty of P.E. lessons. Girls perceive P.E. as more demanding. Most of 

the sample is in the “Moderately demanding” category. We don’t observe statistical significance. 

Pupils’ talent for P.E. is shown in item six. There is a trend in responses approaching a curve showing 

normal distribution. Pupils overestimate rather than undervalue their talent. Only 18 girls and 10 boys 

checked the “talentless” category. This is a relatively positive finding. Statistical significance has not 

been demonstrated for this item. Feelings about P.E. are shows in item seven. Most often, pupils 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
47 

Published by SCHOLINK INC. 

marked the category “Mostly good.” At the other pole, “Always bad” was checked by very few pupils. 

In the category of “Sometimes good”, we observe material significance. Girls marked this category 

much more often than boys. We observe statistical significance between boys and girls. Item eight 

shows pupils’ feelings when their P.E. class is cancelled. Many of the girls are always happy. The most 

common answer for boys is, “I often like it”. For this item we observe material significance for two 

categories. The “I’m always happy” category for girls and the “I often like it” category for boys. Chi 

square showed statistical significance between boys and girls. 

Activities that pupils are afraid of are shown in Figure 2. We only include activities that were checked 

by at least 5% of respondents. The most common responses are “Nothing” and “Gymnastics” 

 

 

Figure 1. Activities I’m Afraid of 

 

The figure number 3 shows the 7 least popular activities that were checked by respondents. We include 

activities checked by at least 5% of respondents. The least popular activity is gymnastics, the others are 

different forms of running. 

 

 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
48 

Published by SCHOLINK INC. 

 

Figure 2. Activities I Don’t Like 

 

4. Discussion 

We have identified some important information in our research. We point to statistical significance 

between boys and girls. Statistical significance wasn’t demonstrated in two items, “Difficulty” and 

“Talent”. We consider these findings to be significant. Physical Education is more popular with boys. 

We also observed material significance in the item detecting feelings when P.E. classes are cancelled. 

This is a question that deserves further investigation. Boys and girls agree on the activities they are 

worried about, most often mentioning gymnastics, running and sports games. Different forms of games 

are important for motivation to exercise. We can agree with this because pupils are afraid or dislike 

activities where game forms and competitions are not used (athletics, gymnastics, running). Gosset 

compares two programs to teach P.E. These programmes differed precisely in competitive form, Gosset 

didn’t prove a statistical difference between the samples. Bernstein’s study shows that educational 

programs based on competition and racing are less popular among elementary school students. Pupils 

and parents from Ireland share the same opinion, particularly appreciating the fun and experiential form 

of P.E. (Bernstein, 2011; Coulter, 2020; Gosset, 2019; Rikard, 2007). Attitudes to P.E. are positive in 

our sample. Many studies point to the fact that the interest and positive attitude towards P.E. classes 

decrease with age, for example in Pereira, which examines the relationship of Portuguese pupils to 

physical education. In our sample, we do not observe a decline in popularity with age, just as Cruz in 

his study points to a positive attitude of Filipino children to physical activities even after graduating 

from secondary school (Arabaci, 2009; Cruz, 2021; Dismore, 2010; Chen, 2015; Pereira, 2020; 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
49 

Published by SCHOLINK INC. 

Subramanjam, 2007; Veseli, 2015). Wang compares a sample of children from China and the US, its 

results suggest that Chinese pupils have a more positive relationship with P.E and also that boys feel 

more positively about P.E. than girls. We observe this finding in our study, but it is not statistically 

significant (Cihlář, 2017; Hancox, 2004; Philips, 2015; Wang, 2019). Chinese students see P.E. as an 

important part of their lifestyle. There is a significant difference in the preferences of activity in girls 

and boys, this can also be seen in our ensemble. Irish pupils know that a positive relationship with 

activity is important (Coulter, 2020; Cruz, 2021; Zeng, 2016).  

If we compare the results of our study with Antala, we reach the following conclusions. P.E. is a 

relatively popular school subject for all pupils but Czech pupils seem to enjoy P.E. more than their 

Slovak counterparts. Both sets consider P.E. an undemanding subject with Czech pupils indicating 

lower difficulty of the subject. On the other hand, Slovak pupils consider P.E. to be more important 

than Czech pupils. We found the same difference in terms of motivation in P.E. classes. The Czech set 

makes more effort in P.E. classes than the Slovak set.  

Our study limits are the sample size and the non-standardized research tools. There is no standardized 

tool in the Czech language that would evaluate students’ attitudes and opinions towards P.E. We found 

some interesting tools in the research. We think about translating one tool used in the world into the 

Czech language for better comparison of issues in individual states. At the same time, we think that the 

tool we have used is good enough for this research. 

 

5. Conclusions 

The positive perceptions of Physical Education in our research are good news. We see a link between 

the low level of motor abilities identified by Cihlář and the reasons for the absence of pupils in Physical 

Education classes, as well as their positive feelings when P.E. classes get cancelled. An interesting 

finding was that a significant part of the sample is afraid of gymnastics and some individuals even of 

the teacher. These are factors where causes need to be identified and worked on. The low level of 

motor abilities may also be related to activities that pupils do not like to perform (athletics, gymnastics, 

running). These activities are very important for the development of motor abilities. We think the next 

step is to find the variables that affect pupils’ attitudes to P.E. in future research.  

 

Acknowledgement 

Funding: This research was funded by Progres Q19, SVV 260599 

Informed Consent Statement: 

https://docs.google.com/document/d/1TXYs9_Ihth4VObNVj-_JTOJupLgC9-9oTnf7j_z6hzI/edit?usp=

sharing  



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
50 

Published by SCHOLINK INC. 

Data Availability Statement: 

https://docs.google.com/spreadsheets/d/1OG-7oJD4HwsQjITtcaiX_QzrQtLt8NeTiED2W8DfT6E/edit#

gid=444716115 

Conflicts of Interest: “The authors declare no conflict of interest”. 

 

References 

Antala, B. et al. (2012). Telesná a športová výchova v názoroch žiakov základných a stredných škôl. 

Batislava: END, spol. s r.o, Topoľčianky. 

Arabaci, R. (2009). Attitudes toward physical education and class preferences of Turkish secondary 

and high school students. lköretim. 

Bernstein, E., Philips, S., R & Silverman, S. (2011). Attitudes and Perceptions of Middle School 

Students Toward Competitive Activities in Physical Education. Journal of Teaching in Physical 

Education, 30(1). https://doi.org/10.1123/jtpe.30.1.69 

Cihlář, D. (2017). Hodnocení žáků 2. stupně základních škol v Ústeckém kraji a jejich postoj ke školní 

tělesné výchově. Praha. Dissertation FTVS UK.  

Coulter, M., Mcgraine, B., & Woods, K. (2020). PE should be an integral part of each school day: 

Parents’ and their children’s attitudes towards primary physical education. Education 3-13, 48(4). 

https://doi.org/10.1080/03004279.2019.1614644 

Cruz, A. (2021). Post-primary School Students ’Attitudes Toward Physical Education and Physical 

Activity Preferences: Philippines’ K-12 Program. The Asia-Pacific Education Researcher. 

https://doi.org/10.1007/s40299-021-00598-2 

Dismore, H., & Bailey, R. (2010). Attitudes toward physical education following transition. Physical 

Education & Sport Pedagogy, 15(2). https://doi.org/10.1080/17408980902813935 

Fialová, L. (2010). Aktuální témata didaktiky: školní tělesná výchova. Praha: Karolinum.  

Frano, J. (1977). Vplyv povinnej telesnej výchovy na postoje a záujmy žiakov gymnázia v oblasti 

telesnej kultúry. Kandidátska dizertačná práca, Bratislava. 

Fromel, K. et al. (1999). Pohybová aktivita a sportovní zájmy mládeže. Olomouc: Univerzita 

Palackého.  

Gecková, A., Dankulincová Z., Sigmundová, D., & Kalman, M. (2016). Mezinárodní zpráva o zdraví a 

životním stylu dětí a školáků. Olomouc: Univerzita Palackého v Olomouci.  

Gosset, M., & Silverman, S. (2019). Upper Elementary School Students’ Attitudes Toward Physical 

Education in Skill-Themes and Multiactivity Approaches. The Physical Educator, 76. 

https://doi.org/10.18666/TPE-2018-V75-I2-7786 

Hancox, R. J., Milne, B. J., & Poulton, R. (2004). Association between child and adolescent television 

viewing and health: A longitudinal birth cohort study. The Lancet. 

https://doi.org/10.1016/S0140-6736(04)16675-0  

https://docs.google.com/spreadsheets/d/1OG-7oJD4HwsQjITtcaiX_QzrQtLt8NeTiED2W8DfT6E/edit%2523gid=444716115
https://docs.google.com/spreadsheets/d/1OG-7oJD4HwsQjITtcaiX_QzrQtLt8NeTiED2W8DfT6E/edit%2523gid=444716115
https://psycnet.apa.org/doi/10.1016/S0140-6736(04)16675-0
https://psycnet.apa.org/doi/10.1016/S0140-6736(04)16675-0


www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 3, No. 1, 2022 

 
51 

Published by SCHOLINK INC. 

Hrabal, V., & Pavelková, I. (2010). Jaký jsem učitel. Praha: Portál. 

Chen, W., & Hypnar, A. J. (2015). Elementary School Students’ Self-Determination in Physical 

Education and Attitudes Toward Physical Activity. Journal of Teaching in Physical Education, 

34(2). https://doi.org/10.1123/jtpe.2013-0085 

Jeřábek, J., & Tupý, J. (2007). Rámcový vzdělávací program pro základní vzdělávání. Praha: VÚP. 

Pereira, P., Santos F., & Marinho, D. (2020). Examining Portuguese High School Students’ Attitudes 

Toward Physical Education. Frontiers in Psychology, 11. 

https://doi.org/10.3389/fpsyg.2020.604556 

Phillips, S., & Silverman, S. (2015). Upper Elementary School Student Attitudes Toward Physical 

Education. Journal of Teaching in Physical Education, 34(3). 

https://doi.org/10.1123/jtpe.2014-0022 

Rikard, L. G., & a Banville, D. (2007). High school student attitudes about physical education. Sport, 

Education and Society, 11(4). https://doi.org/10.1080/13573320600924882  

Skutil, M. (2011). Základy pedagogicko-psychologického výzkumu pro studenty učitelství. Praha: 

Portál. 

Sigmundová, D., & Sigmund, E. (2012). The statistical and practical significance and “effect size” 

coefficients for the evaluation of physical activity. Tělesná kultura, 35(1). 

https://doi.org/10.5507/tk.2012.004 

Subramanjam P. R., & Silverman, S. (2007). Middle school students’ attitudes toward physical 

education. Teaching and Teacher Education, 23(5). https://doi.org/10.1016/j.tate.2007.02.003  

The European Health report: WHO regional publications. (2002). Denmark. Retrieved from 

https://www.euro.who.int/__data/assets/pdf_file/0007/98296/E76907.pdf 

Veseli, R., Morina, A., Selimi, M., Myrtaj, N., & Selimi, A. (2015). Some students’ attitudes towards 

physical education. Sport Mont.  

Wang, Y. (2019). Attitudes Toward Physical Education and Physical Activities: A Comparison Study 

of Chinese and American High School Students. In Proceedings of the 2nd International 

Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press. 

https://doi.org/10.2991/assehr.k.191206.023 

Zeng, H., Wang, Z., & Wang, X. (2016). A Study of Chinese Collegiate Attitudes toward Physical 

Education. International Research in Higher Education, 1(2). https://doi.org/10.5430/irhe.v1n2p1 


