Abstract

This study explores secondary school students’ experiences with physical education (PE) in Thailand, with a particular focus on the impact of standardized fitness assessments on motivation, self-perception, and long-term engagement in physical activity. Using a qualitative approach, data were collected through interviews, focus groups, and classroom observations with 13 students from three schools. The findings reveal contrasting student experiences—some found PE enjoyable and empowering, while others described it as stressful and exclusionary. Standardized assessments were often perceived as demotivating, especially by students who struggled to meet benchmarks, leading to negative self-perceptions and disengagement. Gender norms and peer influence further shaped participation, with male students reporting pressure to perform and female students frequently experiencing marginalization in sports. Students also expressed that PE lacked relevance to real-life physical activity and failed to promote lifelong fitness habits. The study advocates for a shift toward a lifelong learning-oriented PE model that prioritizes personal progress, movement diversity, inclusive pedagogy, and health literacy. These findings highlight the need to reframe PE as a supportive, student-centered space that empowers learners to develop lasting, positive relationships with physical activity.

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