Journal of Physical Education and Sport ® (JPES), Vol. 24 (issue 8), Art 215, pp. 1933 - 1942, August 2024
online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES

Original Article
Swiss high school students' perceptions of physical education:
The influence of gender and environmental factors
ZYGMUNT SAWICKI
Elite School of Sport of German Olympic Sports Confederation in Oberstdorf, GERMANY
Department of Health and Physical Culture Sciences, Witelon State University of Applied Sciences in Legnica,
POLAND
Published online: August 31, 2024
Accepted for publication : August 15, 2024
DOI:10.7752/jpes.2024.08215
Abstract
Problem Statement. In Switzerland, physical education (P.E.) is a mandatory part of the educational
curriculum, playing a crucial role in the holistic development of students at both primary and secondary levels.
Its primary goals are to promote psychophysical growth and encourage lifelong physical activity. This study
aims to examine Swiss high school students' attitudes towards physical education, including their perceptions of
its importance, their self-reported grades, opinions on the current amount of P.E. hours, and their intentions toparticipate in recreational sports after graduation. Material and methods. In this study, the relationship is
explored between gender, the sizes of students’ residential areas, and their attitudes towards physical education.
A total of 412 high school students from a large city and a small town in Switzerland participated in the research.
The study is divided into two parts: first, the relative importance of physical education compared to othersubjects is assessed using a "scale of values". Then, students' attitudes towards physical education are analysedthrough the "Attitudes and Behaviours Questionnaire Towards Sports Activity and Physical Education". Results.
The research results demonstrate positive attitudes among Swiss students towards physical education. There isnotable interest in the subject, particularly among boys, and a widespread desire for more P.E. hours at school.
Students, regardless of gender or the population of their place of residence, report achieving good grades in P.E.
and express intentions to continue participating in sports after graduation. Conclusions. The findings reveal thatstudents generally have a positive view towards school physical education. These attitudes suggest that educators
should consider these preferences when planning and conducting P.E. lessons. By aligning lessons with students'
interests and attitudes, teachers can create more engaging and effective P.E. programmes.
Keywords: physical education, pupils, attitudes, Switzerland.
Introduction
Physical education at school is a fundamental element of the educational programme in Switzerland,
which not only promotes a healthy lifestyle, but also has an educational and upbringing-related function (Bailey,2006; Rink and Hall, 2008; McLachlan and Hagger, 2011 and Lamprecht et al., 2021). In the era of increasing
digitalisation and sedentary lifestyle, physical education classes are becoming increasingly crucial for providing
children and adolescents with an adequate dose of movement (Burrmann, 2015; Galan et al., 2019 and Romar etal., 2023). According to Grössing, (2007), Aschebrock and Stibbe (2013), Sawicki and Suchý (2017) and Görner
and Reineke (2020), physical education at school, apart from being an important element of the comprehensive
development of youth, is also a key component of health education. Through regular sports activities, school
students learn the significance of physical activity in everyday life, which helps prevent many lifestyle diseases,
such as obesity, diabetes and heart disease. Physical education classes also aid the development of motor skills,
improve coordination and increase students' self-esteem as well as self-confidence (Zengin et al., 2016;
Maksimović and Osmanović, 2019; Burtscher and Burtscher, 2020; Burrmann, 2020, Albers and Lewis, 2020
and Mischenko et al., 2021).
Thanks to the variety of activities offered as part of physical education, students have the opportunity tolearn about different forms of movement and sports, which can become an inspiration for them to develop
passions and sports interests outside of school (Grössing, 2007; Sawicki, 2015 and Lamprecht et al., 2021). In
addition, Siedentop (2009), Quennerstedt and Larsson (2015), Gubacs-Collins and Cothran (2020) as well as
Bailey and Dismore (2021) believe that physical education plays an important role in shaping students' characterand requires discipline, regularity and perseverance, which translates into other aspects of life, such as learningor work. Through sport, students also learn to cope with stress and pressure, which is important both in thecontext of sports competitions and everyday challenges (Bailey, 2006; Coakley, 2011; Eime et al., 2013; Sawicki
and Görner, 2018 and Meyer, 2020). Physical education is also a significant part of building a schoolcommunity. Joint exercises and sports competition promote integration, developing interpersonal relationships
and understanding the importance of teamwork. Students learn cooperation, fair play and respect for others,----------------------------------------------------------------------------------------------------------------------------------1933
Corresponding Author: ZYGMUNT SAWICKI, E-mail: zygmuntsawicki5@gmail.com

ZYGMUNT SAWICKI--------------------------------------------------------------------------------------------------------------------------------------which is extremely vital within the context of contemporary social challenges (Bailey et al., 2009; Siedentop etal., 2011; Dyson and Casey, 2012; Chu and Zhang, 2018; Ding and Sugiyama, 2018 and Casey and MacPhail,2020).
According to Ari and Felder (2022) and Ari (2023), the education system in Switzerland isdecentralised, which means that each region (canton) has the right to decide on the organisation of education.
The Swiss constitution lays down the basics, namely that primary education is compulsory for every child andfree in public schools. The minimum age for primary school is six years. The compulsory school system usually
covers primary and secondary education. Before that, children generally attend kindergarten (preschool
education is part of the school education system), lasting one or two years in most Swiss cantons. Primary school
lasts until fourth, fifth or sixth grade, depending on the school/canton. At the end of primary school (or the
beginning of secondary school), students are divided into several (often three) sections according to theirabilities and career intentions. Students who aspire to an academic career enter junior high school (also called
Gymnasium or Kantonsschule) to prepare for the high-school leaving examination and further studies (usuallyobtained after 12 or 13 years of schooling, at the age of 18 or 19). Higher education depends on the type of
secondary school education. For students graduating high-school who have passed the Matura exam, the mostcommon institution is university. While so-called academic preparation leads to the Matura exam and freeadmission to university studies, successfully completing vocational education in secondary schools gives accessto the third level of practical education in higher vocational schools (Schoolsswitzerland, 2021). In Switzerland,
physical education, also known as "Movement and Sport," has been a mandatory subject in schools across every
canton since 1874 (Brugger and Marti 1996). Due to the fact that pre-school education is part of the school
educational system in many Swiss cantons, children attending kindergarten (just like school children and college
students) are subjected to obligatory participation in physical education classes. In this phase of education,preschool children learn elementary motor basics, which are a condition for learning and improving various
forms of sports and movement activity at further stages of school education. In primary school. during physicaleducation classes, main emphasis is placed on stimulating and shaping sports- as well as movement-related
interests, and also, developing a pupil's motivational system towards undertaking sports activities. In addition, it
is also important to shape social skills and competences as a basis for cooperation regarding participation in teamsports. The aim of educational activities in secondary school is primarily the stabilisation and further
improvement of sports and motor skills, as well as education concerning the characteristics in the moral-aesthetic
sphere and the perception of the role of one’s own body in the context of sports activities and its benefits. In the
Swiss school physical education system, the number of compulsory hours of physical education is, on average,
three hours per week. In addition, there are one-two hours of extra-curricular classes a week, which are very
popular among students (Lehrplan, 2014). The most important parts of the physical education curriculum in
Swiss schools include athletics, gymnastics, team sports, games, coordination and fitness exercises. martial arts,
dance as well as winter sports, mainly downhill skiing and snowboarding. It should be emphasized that indoor
hockey (floor ball) is very popular among Swiss students, as well as shooting sports, which are willingly
practiced by the Swiss population during their free time (Lamprecht et al., 2021).
Eisenhut (1986) and Bolliger (1990) claim that the history of physical education in Switzerland isclosely linked to general educational and social trends in Europe. In Switzerland, it began to gain importance inthe 19th century, when awareness of the value of physical activity for health and preparation for military service
was growing throughout Europe. At that time, in Switzerland, as in many European countries, gymnastics was afundamental element of physical education classes in schools. Regarding the current Swiss physical education
system, Criblez (2007) and Lamprecht and Stamm (2012) present the following main assumptions:
1. promoting students' physical development and increasing awareness of the health benefits of physicalactivity;
2. shaping the characteristics of motor skills that constitute the basis for practicing various sports
disciplines;
3. shaping cooperation, integration, communication and fair play skills through team games and joint
exercises, which helps build relationships and understand the principles of teamwork;
4. development of personality and social competencies such as discipline, perseverance, responsibility,
positive attitudes towards oneself and others, including respect and empathy;
5. differentiation and individualisation consisting in considering the diverse needs and skills of school
students, offering diverse forms of physical activity;
6. preparing students for an active life after completing education, by teaching sports and activities thatcan be continued in adult life.
In contemporary Swiss school curricula, such as the current curriculum (German: ‘Lehrplan 21’), thedevelopment of motor skills, health, sports, as well as social and ethical values related to physical activity areemphasized. The importance of cooperation between the educational sector and sports organisations has
increased, which is visible in the broad access of students to sports activities outside of school (Bailey andLamprecht, 2013; Lamprecht et al., 2021 and Lenze et al., 2024).
To sum up, physical education in the Swiss educational system plays a key role not only in the immediate
exercise of the body during school classes, but also contributes to the formation of healthy habits and the
1934---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roZYGMUNT SAWICKI--------------------------------------------------------------------------------------------------------------------------------------promotion of an active lifestyle among students. Many authors believe that the key condition for the optimalcourse of the physical education process at school is a high level of cooperation between the teacher andstudents, as well as positive opinions, attitudes and motivation of students towards this subject (Lamprecht andStamm, 2012; Balga et al., 2019; Sawicki et al., 2019 and Gubacs-Collins and Cothran, 2020). In the Germanlanguage literature on physical education, there is a large number of research works in this field, which mainly
concern Germany, while Switzerland has a relatively small amount of such papers. For this reason, it was
decided to conduct research on the perception of physical education in Swiss schools. This study is aimed at
examining Swiss high school students' attitudes towards physical education, including their perceptions of its
importance, their self-reported grades, opinions on the current amount of P.E. hours, and their intentions toparticipate in recreational sports after graduation. The factors that could influence the quality of students'
perception of physical education included the gender of the respondents and their environmental conditions.
The study was focused on the following research questions:
1. How do Swiss school students perceive the importance of physical education in relation to otheracademic subjects?
2. How do respondents perceive the number of mandatory hours devoted to physical education classes?
3. What grades do students declare in physical education?
4. What are the declarations of the surveyed students regarding future plans for involvement in sports after
completing formal education?
5. How do independent variables such as gender and place of residence impact the students' perception ofphysical education?
Material and methods
Participants
A total of 412 high school students from Switzerland, averaging 18 years of age (M=18.60±0.24), took
part in the study. The sample comprised 112 boys and 100 girls from a large city (with a population exceeding
100,000) and 104 boys and 96 girls from a small town (around 15,000 residents). The selection of participants
followed the principles of random sampling within the team sampling method. This process, described by Rea
and Parker (2014), involves randomly selecting team units such as school classes, instead of individual units. In
the first stage of the study, classes from different schools in the regions where the research was conducted wereselected as the sampling units. Subsequently, within each of the randomly chosen teams (school classes), allstudents were involved in the study.
Research methods
In the present study, the method of diagnostic survey was implemented, utilising a questionnairetechnique to gather written responses from participants. Two research tools were utilised in the study to examine
students' attitudes towards physical education. The first tool, referred to as the “Questionnaire of Attitudes andBehaviors Towards Sports Activity and Physical Education”, was developed using the frameworks establishedby Digel (1996) and Wydra (2001). This tool is divided into three parts:
1. Students' opinions on the planned hours of physical education: participants evaluated whether thesehours were adequate, insufficient or excessive.
2. Grades received in physical education: Students reported their grades as either ‘very good’, ‘good’ or‘satisfactory’.
3. Intentions to engage in sports after graduation: Respondents indicated whether they planned to continue
participating in sports, did not plan to or were undecided.
The second instrument, scale of values, was designed to determine the perceived importance and ranking ofschool physical education relative to other subjects (Rost, 2004).
Statistical analysis
The collected data were statistically analysed using the Receiver Operating Characteristic (ROC) method.
The aim of this approach was to identify significant differences between variables such as gender and theenvironmental conditions of the youth under study. Additionally, it was employed to assess the relative
likelihood of participants engaging in specific activities or exhibiting particular behaviours. To quantify these
relationships, Odds Ratio (OR) was used, as described by Bradley (1997). The threshold for statisticalsignificance was set at p<0.05.
Results
Swiss students' perception of physical education in comparison to other school subjects
As shown in Figure 1, physical education is the most favoured school subject among the surveyed Swisshigh school students (54.5%). One-third of the respondents chose geography and one-fifth mathematics.

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Total
Girls
Boys

Fig. 1. The importance of school subjects according to the opinion of Swiss school students (in percentages)
Based on the results of ROC statistical analysis shown in Table 1, it can be concluded that the surveyedschool youth living in Switzerland perceive school subjects differently. The studied boys prefer physicaleducation much more than girls (p<0.0001), because they declared this subject as their favourite 1.64 times more
often. Also, physics seems to be more interesting for boys than girls (p=00468; OR=1.70). Art education is ofmuch greater significance to the studied girls compared to boys (OR=1.43, p<0.00001). In the case of otherschool subjects, it can be concluded that they are perceived similarly by both sexes (p<0.05).
Table 1. The importance of school subjects according to the opinion of Swiss school students (boys: n=216;
girls: n=196)
Subject
Physical Education
Geography
EnglishPhysics

AUC
0.63130.53790.51010.5573SE
0.027540.028390.02853
0.02824

95% CI
0.5773 to 0.6853
0.4823 to 0.5936
0.4541 to 0.5660
0.5019 to 0.6126

p0.00000*
0.183400.724200.04468*

OR
1.64
1.27
1.02
1.70

Mathematics

0.52320.028450.4674 to 0.5790

0.41601.23

GermanArt Education
History
BiologyLatin

0.5226
0.63920.53910.51380.50490.028440.02761
0.02850
0.02847
0.02852

0.4668 to 0.5783
0.5851 to 0.6933
0.4832 to 0.5949
0.4580 to 0.5696
0.4490 to 0.5608

0.428400.00000*
0.170700.62850
0.86320

1.40
1.43
1.10
1.27
1.01

*Level of statistical significance: p<0.05.
Based on the ROC statistical analysis, it can be stated that for the surveyed boys from both
environments perceive physical education in a similar way. Also noteworthy is the significantly higher
geography preference of boys from a small town (p=0.01017; OR=1.38). The results of statistical analysis also
confirm that the remaining school subjects are of similar importance for the boys from both environments.
Similarly as in the case of boys, for the studied girls, regardless of environmental conditions, the most preferredschool subject is physical education, which overtook art education and geography in the ranking. These subjects
are of significantly more interest to girls from small towns (p=0.02534; OR=1.30). The same applies to biology,
which is more preferred by girls from the large city (OR=1.78), although no statistically significant differenceswere found regarding these school subjects.
Swiss students' opinions on the curriculum hours for physical education at school
As shown in Figure 2, according to the opinion of almost half of the surveyed students, more hours ofphysical education should be introduced in schools compared to the current amount (three hours per week).

Total
Girls
Boys

Fig. 2. Swiss students' opinions on the curriculum hours for physical education at school (in percentages)
1936---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roZYGMUNT SAWICKI--------------------------------------------------------------------------------------------------------------------------------------When examining the differences in opinions regarding the number of hours devoted to physicaleducation, it can be stated that, in general, boys would like significantly more hours of this subject than girls(p<0.0001). This is confirmed by the data in Table 2.
Table 2. Swiss students' opinions on the curriculum hours for physical education at school (boys: n=216; girls:
n=196)
Cut-off

AUC

SE

95% CIp

Overall

0.64970.028220.5943 to 0.7050

0.00000*OR>0.5002.85>1.5002.95>2.5000.88

Answer categories: 1. Enough, 2. Too small, 3. Too large.
*Level of statistical significance: p<0.05.
Based on the results of statistical analysis (no statistically significant differences and similar OR values), it
can be stated that both boys and girls had similar preferences concerning the number of hours, regardless of theirenvironmental conditions (Tables 3 and 4).
Table 3. Swiss male students' opinions on the curriculum hours for physical education at school (large city:
n=112; small town: n=104)
Cut-off

AUC

SE

95% CIp

Overall

0.53660.039240.4497 to 0.6135

0.35330

OR>0.5001.42>1.5001.01>2.500

1.01

Answer categories: 1. Enough, 2. Too small, 3. Too large.
Table 4. Swiss female students' opinions on the curriculum hours for physical education at school (large city:
n=100; small town: n=96)
Cut-off

AUC

SE

95% CIp

Overall

0.50200.041360.4210 to 0.5831

0.96080

OR>0.5001.02>1.5000.96>2.500

1.16

Answer categories: 1. Enough, 2. Too small, 3. Too large.
Grades obtained in physical education declared by Swiss school students
According to the results in Figure 3, the most common grades in physical education are "good" (49.4%)
and “very good” (25.7%). Such high grades may indicate positive attitudes towards physical education.

Fig. 3. Grades obtained in physical education declared by Swiss school students (in percentages)
Comparing the declarations of boys and girls regarding the grades obtained in physical education,
statistically significant differences were revealed regarding the “very good” grade, to the advantage of boys
(p=0.00931; OR=1.65). These data are presented in Table 5. In addition, it should be emphasized that no
significant statistical differences were noted in terms residence size of the surveyed boys and girls, therefore, it
can be stated that environmental conditions do not affect the type of grade received in physical education.
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Cut-off

AUC

SE

95% CIp

Overall

0.57420.028090.5191 to 0.6292

0.00931*OR>0.5001.65>1.5001.10>2.500

1.24

Answer categories: 1. Very good, 2. Good, 3. Satisfactory.
*Level of statistical significance: p<0.05.
Statements from Swiss school students regarding their intentions to participate in sports after graduating
The data presented in the Figure 4 show that 83% of the surveyed Swiss secondary school students
intend to be active in sports after finishing their school education. This is a good prognosis for the active way inwhich respondents spend their free time.

Fig. 4. Statements from Swiss school students regarding their intentions to participate in sports after graduating(in percentages)
As it results from ROC statistical analysis (Table 6), there were no significant differences related to thegender of the examined youth regarding their intentions to practice sports after finishing school. Additionally, it
should be stated that environmental conditions do not affect the quality of these declarations either.
Table 6. Statements from Swiss school students regarding their intentions to participate in sports after graduating(boys: n=216; girls: n=196)
Cut-off

AUC

SE

95% CIp

Overall

0.53780.02850

0.4819 to 0.5936

0.18530

OR>0.5001.10>1.5001.05>2.5001.50

Answer categories: 1. Yes, 2. No, 3. I don´t know.
Discussion
The Swiss literature in the field of physical education and sport allows to highlight not only the key roleof physical education in the curriculum, but also its significant impact on students' recreational sports activity intheir free time (Grössing, 2007; Prohl, 2012; Balz and Neumann, 2013; Aschebrock and Stibbe, 2013 andLamprecht et al., 2021). Given the strong connection between physical education at school and sports activity infree time, it was decided to conduct a study on the perception of physical education regarding selected aspects.
These facets include Swiss school students' declarations on the importance of physical education on the spectrumof other school subjects, their opinions on the planned hours of physical education at school, grades obtained inphysical education as well as statements regarding their intentions to participate in sports after graduation. The
findings of the study indicate that the favourite school subject for the surveyed boys and girls is, regardless of the
population of their place of residence, physical education, and taking into account the statistical analysis, thesurveyed boys prefer it much more. For the surveyed girls, art education turned out to be much more important
than for boys. Other authors, such as Barney and Christenson (2012), Bailey and Lamprecht (2013), Lazarević etal. (2015), Marttinen et al. (2018), Vashliaeva et al. (2019) and Burrmann (2020) also emphasize the greatsignificance of physical education for the school students. Gråstén and Watt (2017) and Preece and Bullingham(2022) are of the opinion that male students feel more competence and pleasure from physical activity thanfemale students. Therefore, students perceive physical education differently; boys are more motivated to perform
physical efforts and activity in the categories of moderate to heavy, while girls are more motivated to acquire
1938---------------------------------------------------------------------------------------------------------------------------JPES ® www.efsupit.roZYGMUNT SAWICKI--------------------------------------------------------------------------------------------------------------------------------------knowledge and other competences through moderate physical activity. This is somewhat confirmed by Wydra's
research (2001), who noticed a decrease in interest in physical education among 17-18-year-old girls in favour offoreign languages or other school subjects. In the Swiss literature on physical education, gender differences arehighlighted, which refer to the different approaches and experiences of boys and girls in P.E. classes. These
differences can be shaped by biological, psychological, social and cultural factors. Considering these differencesis therefore vital for creating an inclusive and effective physical education programme that takes the needs andinterests of all students into account, regardless of gender (Lamprecht et al., 2021; Heckemeyer et al., 2024;
Gramespacher, 2024 and Hayoz, 2024).
Another key aspect of physical education examined in this study is the participants' opinions regarding theamount of time allocated to this subject in the school curriculum. According to the opinion of almost half of thesurveyed students, schools should introduce more hours of physical education than are currently available. These
opinions are mostly represented by boys, who believe that the current number of three hours devoted to physicaleducation is definitely too small. As for the surveyed girls, it turned out that 60% of them consider the current
number of hours at school to be sufficient. Additionally, the research indicated that boys and girls from both of
the surveyed environments have similar opinions on this issue. Studies by other authors highlight the wishes ofschool youth, especially males, who would like to see more compulsory hours introduced to the physicaleducation curriculum (Zeng et al., 2011; Lamprecht and Stamm, 2012; Schmölz, 2012; Müller and Scheuer,
2017 and Sawicki, 2023).
Another aspect that was examined in this work were the Swiss students' declarations regarding theirgrades in physical education, which show the dominance of ‘good’ grades (49.4%). Approximately one-fourth of
the respondents received ‘very good’ and ‘satisfactory’ grades. Statistically significant differences in terms ofgender of the respondents concern the ‘very good’ grades, which are obtained at a minimum of 1.5 times more
often by boys than by girls (OR=1.65), while no significant differences were noted in terms of the population of
the respondents' place of residence. Klenk (2004), and Lamprecht and Fischer (2018) reported similar findings,
noting that the most common grades in physical education (especially among boys) are ‘good’ (40-45%, on
average) and ‘very good’ (30%). Aust (2010), Stibbe (2010), Burrmann and Zander (2017), Meyer (2020) and
Lamprecht et al. (2021) also present similar results on this issue in their studies.
Lastly, respondents' intentions to continue engaging in sports after graduating from school were exploredin the study. According to the author's findings, 83% of the participants expressed a desire to remain active insports post-graduation. Statistical analysis revealed no significant differences in these intentions based on genderor environmental background. It can generally be inferred that these declarations may play a crucial role indetermining the actual physical activity levels of young people once they finish school.
Conclusions
Based on the author's research findings, the following conclusions can be drawn:
1.
2.
3.
4.
5.
6.

For the majority of surveyed Swiss school students from both urban and rural areas (especially forboys), physical education is the most favoured school subject.
The surveyed Swiss youth, especially boys, believe that schools should introduce more than threecompulsory physical education classes per week.
Half of the surveyed students declared receiving a ‘good’ grade and one-quarter, a ‘very good’ grade inphysical education, with no differences in terms of gender or environmental conditions being found.
A great majority of school students plan to continue participating in sports after graduation.
Environmental factors among the surveyed youth generally do not have a significant impact on theirperception of physical education.
Swiss school students generally have positive attitudes towards school physical education.

The research has allowed to indicate that the surveyed youth from Swiss high schools have a positive
perception of physical education classes. This can be concluded based on the results of research on theperception of selected, important elements of physical education. It is worth emphasizing that in several aspectsof this reception, differences in terms of gender appeared. This concerns primarily the stronger preferences forphysical education by boys and their much greater desire to increase the number of hours of physical educationas compulsory school classes.
These research results could constitute a certain signal for institutions and people responsible forcreating physical education plans as well as for teachers of this subject, especially in the aspect of more effective
encouragement of girls to actively participate in classes. In addition, it should be noted that the intention of thesurveyed youth to practice sports after graduating from school, regardless of gender and environmental
conditions, should be treated as a positive prognostic factor, which, as mentioned earlier, is one of the main goalsof physical education. Finally, it should be added that this type of research should be continued in the future,taking other aspects of research into account, e.g. other age groups of school children and youth, other regions orcountries of residence, etc., further broadening the scope of conducted research.
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