tour droixhe billets

De l'argent jeté d'une tour, 6 jours de négociations... Il y a 30 ans, la prise d'otages de Tilff

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Il y a 30 ans, le 16 septembre 1989, avait lieu la prise d’otages de Tilff, la plus longue prise d’otages du pays : elle a duré 6 jours.

Philippe Delaire, un truand français au casier déjà bien chargé et deux complices décident de braquer une banque liégeoise, rue Gretry. Ils prennent en otage, dans leur maison familiale de Tilff, en banlieue liégeoise, le gérant de l’agence qui doit les conduire à la banque, ainsi que l’épouse et ses deux petites filles, âgées de 10 et 13 ans.

Et ça là que le scénario des malfrats commence à déraper : l’agence est inaccessible tout le weekend. Toute tentative d’intrusion déclenchera les alarmes. La bande décide alors d’attendre…

L’évasion du banquier

Tout se passe en toute discrétion jusqu’à ce que le banquier réussisse à s’enfuir, en profitant de l’assoupissement des ravisseurs et du bruit d'un train. Il donne l’alerte, alors que sa femme et ses deux fillettes, Françoise et Gaëlle, restent dans la maison.

Les forces de l’ordre et l’escadron spécial d’intervention débarquent devant la maison de Tilff, suivis de près par de nombreux journalistes. Une négociation démarre entre les ravisseurs et la police.

6 jours d’attente et de négociation

Philippe Delaire, qui a déjà été arrêté en Belgique, veut bien discuter mais uniquement avec le commissaire Jacques Léonard.

" Je l’avais connu en 1985, raconte Jacques Léonard. A l’issue de la fusillade d’Herstal, l’enquête concernant les hold-up qui avaient précédé cette arrestation m’avait été confiée. Et pendant près de 6 mois, à raison de deux ou trois fois par semaine, j’ai été amené à l’interroger. Donc je connaissais bien le personnage ; lui me connaissait également. "

" Les interrogatoires se passaient bien à partir du moment où on ne parlait pas des faits eux-mêmes... Un de ses complices disait : la différence entre Philippe et moi, c’est que moi je braque pour vivre, lui, il vit pour braquer. "

►► À lire aussi : Un jour dans l'info : 22 septembre 1989, prise d'otages surréaliste à Tilff

Durant 6 jours, malfaiteurs et policiers discutent, sous le regard de Marie-Madeleine Jeuris et des deux petites filles : " On est attachées au radiateur, ensemble, y a une grenade dégoupillée au-dessus de notre nez, ils ne rigolent pas …", raconte l’épouse du banquier, lors d’un contact avec les forces de l’ordre. " J’ai peur" , murmure Gaelle, 10 ans, à l’oreille du commissaire Léonard, qui essaye de rassurer comme il peut les enfants. " Prends patience, tout se déroulera bien …"

Les enfants valent de l’or. Les preneurs d’otage réclament d’abord 40 millions de francs belges et un véhicule pour quitter les lieux. Au bout de 6 jours, Delaire et ses complices acceptent de relâcher les petites filles en échange de 30 millions. Gaëlle et Françoise quittent la maison, choquées mais indemnes, et sont prises en charge par une ambulance.

Les malfrats quittent la maison et assurent leur sécurité en utilisant Mme Jeuris comme bouclier. Elle embarque elle aussi dans la voiture. Rapidement, ils abandonnent l’épouse du banquier, ils la relâchent près de l’Ile Monsin. Ils braquent un automobiliste et changent de voiture. Ils sont en route vers les Pays-Bas mais s’arrêtent à la sortie de Liège, à Droixhe, où ils disposent d’une planque dans la plus haute tour du quartier.

La police, qui ne les lâche pas, encercle l’immeuble, avec une crainte nouvelle : celle d’une nouvelle prise d’otages. La tour comporte de nombreux appartements et, à cette heure tardive, les gens sont chez eux.

Les forces spéciales donnent finement l’assaut, après avoir sommé la bande de se rendre : " Soyez réaliste s, hurle la police dans un mégaphone, vous avez perdu la partie, c’est terminé ".

Philippe Delaire gît dans les escaliers du building. Suicide, ont toujours affirmé les forces de l’ordre et le parquet général.

La valse des billets

Archives rtbf/ sonuma: extrait du jt du 23/09/1989 revenant sur les événements à tilff.

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Les deux complices de Delaire, eux, se sont réfugiés sur le toit. Les agents de l’escadron spécial d’intervention montent, sécurisant étage par étage.

Et c’est là que se produit la scène qui restera dans la mémoire : les deux braqueurs balancent les sacs de la rançon depuis le sommet de la tour. Les billets de 5000 francs descendent vers le sol. Les curieux, qui s’étaient rassemblés au pied de la tour, se jettent sur les billets. " C’était la ruée vers l’or, c’était le carnaval à Rio , s’extasie une habitante. Ils jetaient les liasses puis les liasses s’ouvraient, c’est magnifique .

Archives RTBF/SONUMA: résumé du dénouement de la prise d'otage de Tilff, il y a 30 ans (sujet JT 23/09/89)

Archives RTBF/SONUMA: résumé du dénouement de la prise d'otages de Tilff, il y a 30 ans (sujet JT 23/09/89)

Les deux complices de Delaire finissent par se rendre. Ils sortent sous les huées de la foule. 

" Les 3 otages sont récupérés, les 30 millions aussi – ou en partie – et les trois bandits ont ce qu’ils méritent ", conclut le procureur général de Liège de l’époque, Léon Giet.

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La mythique pluie de billets sur Droixhe

• Publié le 08-09-2006 à 00h00

Le film La raison du faible sort sur les écrans. Ambiance liégeoise garantie !

LIEGE Ah ! Cette pluie de papiers virevoltants. Tous ces billets tombés du ciel ou plutôt d'une tour du quartier de Droixhe. Vingt étages plus bas, des mains s'affolent pour les ramasser. Philippe Anciaux, président du centre culturel de Seraing, alias le commissaire Magis, crie qu'il s'agit d'argent volé. Qu'il ne faut pas y toucher ! L'histoire vraie a marqué les esprits à Liège.

Histoire vraie

En septembre 1989, des braqueurs retranchés dans la tour Match à Droixhe après leur prise d'otage de la famille d'un banquier, avaient jeté par la fenêtre leur butin de 20 millions de francs belges ! Lucas Belvaux, le réalisateur de La raison du plus faible, n'a gardé du fait divers que cette image forte de la pluie de billets. Le Namurois avait eu vent de l'histoire lors d'une rencontre au cinéma Le parc, situé au pied de la tour Match. D'ailleurs en 1989, les cinéphiles qui s'y trouvaient avaient eu droit à des projections supplémentaires. La police avait bouclé le quartier !

Si le fait divers a été revisité, le décor reste bel et bien liégeois. Les emblèmes de l'industrie locale y figurent : la sidérurgie, la brasserie Jupiler, la FN. Les paysages mosans, de jour comme de nuit, les jardins ouvriers, les apparts à la déco rétro, rythment le film.

Marc, ex-tôlard, Jean-Pierre et Robert, ex-sidérurgiste, décident de monter le braquage d'un ferrailleur. Ils veulent aider Patrick, super-diplômé mais chômeur, à payer une nouvelle mobylette à sa femme.

Le feront-ils ou pas ? Les acteurs, les dialogues très liégeois donnent eux aussi beaucoup de relief à l'histoire. Ils apportent beaucoup d'humour au drame qui se joue. On retrouve Patrick Deschamps, Claude Semal et Théo Hebrans, liégeois et Philippe Anciaux, comédien, chanteur et directeur de centre culturel qui se lançait pour la première fois dans le cinéma...

C'est un beau film, réaliste mais pas complètement noir, servi par des acteurs de talent, et qui se passe à Liège, vu par la caméra de Lucas Belvaux. Le film est au programme des salles des Grignoux.

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Autres devises, westminster 3-hour small-group guided walking tour & tower bridge entry tickets.

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One cannot get enough of London and this guided walking tour of Westminster and its neighboring areas will show you why! Also, enjoy a visit to Tower Bridge leisurely for a complete experience of London.

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Discover the prime sights of London on a 3-hour small-group guided walking tour of Westminster, with entry to Tower Bridge, for a wholesome experience.

With an enthusiastic local guide learn all about landmarks like Big Ben, Westminster Abbey, Nelsons Column, White Hall, and others.

Catch the Changing of the Guard, see the famous Trafalgar Square, and the Admiralty Arch, or simply stroll through St. James Park for some quiet time.

Head to your next pitstop Tower Bridge, and get access to all interactive displays as well as Victorian Engine Rooms while being on the thrilling 42-metre-high glass walkway.

Did you know that over 3,300 notable individuals are buried or commemorated at Westminster Abbey, including 17 monarchs?

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3-hour walking tour of 20 Westminster sights

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Begin your tour by strolling around Westminster, the political heart of London. The local guide will share interesting stories and facts about the area, and uncover hidden gems that most tourists miss.

As you navigate the city streets, you'll marvel at the grandeur of Buckingham Palace and, if the timing is right, witness the famous Changing of the Guard ceremony. You'll also explore Downing Street, the residence of the British Prime Minister since 1735, and the stunning Westminster Abbey, a place of worship, celebration, ceremony, and burial ground for over a thousand years.

No visit to London would be complete without a glimpse of the iconic Big Ben and the Houses of Parliament. This architectural masterpiece situated on the banks of the River Thames is a sight to behold. Also on the itinerary is the London Eye, a cantilevered observation wheel that provides stunning panoramic views of the city, and the lush green spaces of St James Park and Green Park.

Standing tall at Tower Bridge

After you've enjoyed walking with your guide through those sights, you will proceed to Tower Bridge, a site in London that you must not miss. You have access to different exhibitions and interactive displays with your ticket, so explore at your own pace. One of the fascinating things you will get to see here is the Victoria Engine Rooms which has a plethora of the city's rich industrial heritage. You can find preserved steam and diesel engines, generators, and other machinery from the Victorian era here. Once you've explored that, you can find yourself at the 42-meter-high glass walkway from where you can spot St. Paul's Cathedral, and the London Eye among others. Explore leisurely before heading back and make the most of your tour in these 5 hours.

Sights include

Palais de Buckingham

Queen Victoria Fountain

St James Park

Changing of the Guard ceremony (certain days only)

Admiralty Arch

Downing Street

Houses of Parliament (Westminster Palace)

Trafalgar Square

Nelson’s Column

Parliament Square

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Ce qu'il faut apporter.

Bring along an umbrella, comfortable shoes, and weather-appropriate clothing for this experience.

Food & beverages are allowed on this experience.

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• Keep in mind large backpacks are not allowed on this experience. Préparez votre sac en conséquence !

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Cette visite est accessible aux personnes en fauteuil roulant et aux poussettes.

Pets on leashes are allowed inside engine rooms and exhibitions at Tower Bridge.

Vos chiens guides sont les bienvenus sur le site.

Informations supplémentaires

The tour is 5 hours long (3 hours Westminster Walking Tour & maybe 2 hours at Tower Bridge.

The Westminster tour has an expert local guide accompanying you while the visit to Tower Bridge is a self-guided tour.

For Changing of the Guard, select 10am start time on Mondays, Wednesdays, Fridays, or Sundays, or any available day in June & July.

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Introduction.

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‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels

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S. Fairclough, G. Stratton, ‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels, Health Education Research , Volume 20, Issue 1, February 2005, Pages 14–23, https://doi.org/10.1093/her/cyg101

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The purpose of this study was to assess physical activity levels during high school physical education lessons. The data were considered in relation to recommended levels of physical activity to ascertain whether or not physical education can be effective in helping young people meet health-related goals. Sixty-two boys and 60 girls (aged 11–14 years) wore heart rate telemeters during physical education lessons. Percentages of lesson time spent in moderate-and-vigorous (MVPA) and vigorous intensity physical activity (VPA) were recorded for each student. Students engaged in MVPA and VPA for 34.3 ± 21.8 and 8.3 ± 11.1% of lesson time, respectively. This equated to 17.5 ± 12.9 (MVPA) and 3.9 ± 5.3 (VPA) min. Boys participated in MVPA for 39.4 ± 19.1% of lesson time compared to the girls (29.1 ± 23.4%; P < 0.01). High-ability students were more active than the average- and low-ability students. Students participated in most MVPA during team games (43.2 ± 19.5%; P < 0.01), while the least MVPA was observed during movement activities (22.2 ± 20.0%). Physical education may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind.

Regular physical activity participation throughout childhood provides immediate health benefits, by positively effecting body composition and musculo-skeletal development ( Malina and Bouchard, 1991 ), and reducing the presence of coronary heart disease risk factors ( Gutin et al. , 1994 ). In recognition of these health benefits, physical activity guidelines for children and youth have been developed by the Health Education Authority [now Health Development Agency (HDA)] ( Biddle et al. , 1998 ). The primary recommendation advocates the accumulation of 1 hour's physical activity per day of at least moderate intensity (i.e. the equivalent of brisk walking), through lifestyle, recreational and structured activity forms. A secondary recommendation is that children take part in activities that help develop and maintain musculo-skeletal health, on at least two occasions per week ( Biddle et al. , 1998 ). This target may be addressed through weight-bearing activities that focus on developing muscular strength, endurance and flexibility, and bone health.

School physical education (PE) provides a context for regular and structured physical activity participation. To this end a common justification for PE's place in the school curriculum is that it contributes to children's health and fitness ( Physical Education Association of the United Kingdom, 2004 ; Zeigler, 1994 ). The extent to which this rationale is accurate is arguable ( Koslow, 1988 ; Michaud and Andres, 1990 ) and has seldom been tested. However, there would appear to be some truth in the supposition because PE is commonly highlighted as a significant contributor to help young people achieve their daily volume of physical activity ( Biddle et al. , 1998 ; Corbin and Pangrazi, 1998 ). The important role that PE has in promoting health-enhancing physical activity is exemplified in the US ‘Health of the Nation’ targets. These include three PE-associated objectives, two of which relate to increasing the number of schools providing and students participating in daily PE classes. The third objective is to improve the number of students who are engaged in beneficial physical activity for at least 50% of lesson time ( US Department of Health and Human Services, 2000 ). However, research evidence suggests that this criterion is somewhat ambitious and, as a consequence, is rarely achieved during regular PE lessons ( Stratton, 1997 ; US Department of Health and Human Services, 2000 ; Levin et al. , 2001 ; Fairclough, 2003a ).

The potential difficulties of achieving such a target are associated with the diverse aims of PE. These aims are commonly accepted by physical educators throughout the world ( International Council of Sport Science and Physical Education, 1999 ), although their interpretation, emphasis and evaluation may differ between countries. According to Simons-Morton ( Simons-Morton, 1994 ), PE's overarching goals should be (1) for students to take part in appropriate amounts of physical activity during lessons, and (2) become educated with the knowledge and skills to be physically active outside school and throughout life. The emphasis of learning during PE might legitimately focus on motor, cognitive, social, spiritual, cultural or moral development ( Sallis and McKenzie, 1991 ; Department for Education and Employment/Qualifications and Curriculum Authority, 1999 ). These aspects may help cultivate students' behavioural and personal skills to enable them to become lifelong physical activity participants [(thus meeting PE goal number 2 ( Simons-Morton, 1994 )]. However, to achieve this, these aspects should be delivered within a curriculum which provides a diverse range of physical activity experiences so students can make informed decisions about which ones they enjoy and feel competent at. However, evidence suggests that team sports dominate English PE curricula, yet bear limited relation to the activities that young people participate in, out of school and after compulsory education ( Sport England, 2001 ; Fairclough et al. , 2002 ). In order to promote life-long physical activity a broader base of PE activities needs to be offered to reinforce the fact that it is not necessary for young people to be talented sportspeople to be active and healthy.

While motor, cognitive, social, spiritual, cultural and moral development are valid areas of learning, they can be inconsistent with maximizing participation in health-enhancing physical activity [i.e. PE goal number 1 ( Simons-Morton, 1994 )]. There is no guidance within the English National Curriculum for PE [NCPE ( Department for Education and Employment/Qualifications and Curriculum Authority, 1999 )] to inform teachers how they might best work towards achieving this goal. Moreover, it is possible that the lack of policy, curriculum development or teacher expertise in this area contributes to the considerable variation in physical activity levels during PE ( Stratton, 1996a ). However, objective research evidence suggests that this is mainly due to differences in pedagogical variables [i.e. class size, available space, organizational strategies, teaching approaches, lesson content, etc. ( Borys, 1983 ; Stratton, 1996a )]. Furthermore, PE activity participation may be influenced by inter-individual factors. For example, activity has been reported to be lower among students with greater body mass and body fat ( Brooke et al. , 1975 ; Fairclough, 2003c ), and higher as students get older ( Seliger et al. , 1980 ). In addition, highly skilled students are generally more active than their lesser skilled peers ( Li and Dunham, 1993 ; Stratton, 1996b ) and boys tend to engage in more PE activity than girls ( Stratton, 1996b ; McKenzie et al. , 2000 ). Such inter-individual factors are likely to have significant implications for pedagogical practice and therefore warrant further investigation.

In accordance with Simons-Morton's ( Simons-Morton, 1994 ) first proposed aim of PE, the purpose of this study was to assess English students' physical activity levels during high school PE. The data were considered in relation to recommended levels of physical activity ( Biddle et al. , 1998 ) to ascertain whether or not PE can be effective in helping children be ‘fit and healthy’. Specific attention was paid to differences between sex and ability groups, as well as during different PE activities.

Subjects and settings

One hundred and twenty-two students (62 boys and 60 girls) from five state high schools in Merseyside, England participated in this study. Stage sampling was used in each school to randomly select one boys' and one girls' PE class, in each of Years 7 (11–12 years), 8 (12–13 years) and 9 (13–14 years). Three students per class were randomly selected to take part. These students were categorized as ‘high’, ‘average’ and ‘low’ ability, based on their PE teachers' evaluation of their competence in specific PE activities. Written informed consent was completed prior to the study commencing. The schools taught the statutory programmes of study detailed in the NCPE, which is organized into six activity areas (i.e. athletic activities, dance, games, gymnastic activities, outdoor activities and swimming). The focus of learning is through four distinct aspects of knowledge, skills and understanding, which relate to; skill acquisition, skill application, evaluation of performance, and knowledge and understanding of fitness and health ( Department for Education and Employment/Qualifications and Curriculum Authority, 1999 ). The students attended two weekly PE classes in mixed ability, single-sex groups. Girls and boys were taught by male and female specialist physical educators, respectively.

Instruments and procedures

The investigation received ethical approval from the Liverpool John Moores Research Degrees Ethics Committee. The study involved the monitoring of heart rates (HRs) during PE using short-range radio telemetry (Vantage XL; Polar Electro, Kempele, Finland). Such systems measure the physiological load on the participants' cardiorespiratory systems, and allow analysis of the frequency, duration and intensity of physical activity. HR telemetry has been shown to be a valid and reliable measure of young people's physical activity ( Freedson and Miller, 2000 ) and has been used extensively in PE settings ( Stratton, 1996a ).

The students were fitted with the HR telemeters while changing into their PE uniforms. HR was recorded once every 5 s for the duration of the lessons. Telemeters were set to record when the teachers officially began the lessons, and stopped at the end of lessons. Total lesson ‘activity’ time was the equivalent of the total recorded time on the HR receiver. At the end of the lessons the telemeters were removed and data were downloaded for analyses. Resting HRs were obtained on non-PE days while the students lay in a supine position for a period of 10 min. The lowest mean value obtained over 1 min represented resting HR. Students achieved maximum HR values following completion of the Balke treadmill test to assess cardiorespiratory fitness ( Rowland, 1993 ). This data was not used in the present study, but was collated for another investigation assessing children's health and fitness status. Using the resting and maximum HR values, HR reserve (HRR, i.e. the difference between resting and maximum HR) at the 50% threshold was calculated for each student. HRR accounts for age and gender HR differences, and is recommended when using HR to assess physical activity in children ( Stratton, 1996a ). The 50% HRR threshold represents moderate intensity physical activity ( Stratton, 1996a ), which is the minimal intensity required to contribute to the recommended volume of health-related activity ( Biddle et al. , 1998 ). Percentage of lesson time spent in health enhancing moderate-and-vigorous physical activity (MVPA) was calculated for each student by summing the time spent ≥50% HRR threshold. HRR values ≥75% corresponded to vigorous intensity physical activity (VPA). This threshold represents the intensity that may stimulate improvements in cardiorespiratory fitness ( Morrow and Freedson, 1994 ) and was used to indicate the proportion of lesson time that students were active at this higher level.

Sixty-six lessons were monitored over a 12-week period, covering a variety of group and individual activities ( Table I ). In order to allow statistically meaningful comparisons between different types of activities, students were classified as participants in activities that shared similar characteristics. These were, team games [i.e. invasion (e.g. football and hockey) and striking games (e.g. cricket and softball)], individual games (e.g. badminton, tennis and table tennis), movement activities (e.g. dance and gymnastics) and individual activities [e.g. athletics, fitness (circuit training and running activities) and swimming]. The intention was to monitor equal numbers of students during lessons in each of the four designated PE activity categories. However, timetable constraints and student absence meant that true equity was not possible, and so the number of boys and girls monitored in the different activities was unequal.

Number and type of monitored PE lessons

Student sex, ability level and PE activity category were the independent variables, with percent of lesson time spent in MVPA and VPA set as the dependent variables. Exploratory analyses were conducted to establish whether data met parametric assumptions. Shapiro–Wilk tests revealed that only boys' MVPA were normally distributed. Subsequent Levene's tests confirmed the data's homogeneity of variance, with the exception of VPA between the PE activities. Though much of the data violated the assumption of normality, the ANOVA is considered to be robust enough to produce valid results in this situation ( Vincent, 1999 ). Considering this, alongside the fact that the data had homogenous variability, it was decided to proceed with ANOVA for all analyses, with the exception of VPA between different PE activities.

Sex × ability level factorial ANOVAs compared the physical activity of boys and girls who differed in PE competence. A one-way ANOVA was used to identify differences in MVPA during the PE activities. Post-hoc analyses were performed using Hochberg's GT2 correction procedure, which is recommended when sample sizes are unequal ( Field, 2000 ). A non-parametric Kruskal–Wallis ANOVA calculated differences in VPA during the different activities. Post-hoc Mann–Whitney U -tests determined where identified differences occurred. To control for type 1 error the Bonferroni correction procedure was applied to these tests, which resulted in an acceptable α level of 0.008. Although these data were ranked for the purposes of the statistical analysis, they were presented as means ± SD to allow comparison with the other results. All data were analyzed using SPSS version 11.0 (SPSS, Chicago, IL).

The average duration of PE lessons was 50.6 ± 20.8 min, although girls' (52.6 ± 25.4 min) lessons generally lasted longer than boys' (48.7 ± 15.1 min). When all PE activities were considered together, students engaged in MVPA and VPA for 34.3 ± 21.8 and 8.3 ± 11.1% of PE time, respectively. This equated to 17.5 ± 12.9 (MVPA) and 3.9 ± 5.3 (VPA) min. The high-ability students were more active than the average- and low-ability students, who took part in similar amounts of activity. These trends were apparent in boys and girls ( Table II ).

Mean (±SD) MVPA and VPA of boys and girls of differing abilities

Boys > girls, P < 0.01.

Boys > girls, P < 0.05.

Boys engaged in MVPA for 39.4% ± 19.1 of lesson time compared to the girls' value of 29.1 ± 23.4 [ F (1, 122) = 7.2, P < 0.01]. When expressed as absolute units of time, these data were the equivalent of 18.9 ± 10.5 (boys) and 16.1 ± 14.9 (girls) min. Furthermore, a 4% difference in VPA was observed between the two sexes [ Table II ; F (1, 122) = 4.6, P < 0.05]. There were no significant sex × ability interactions for either MVPA or VPA.

Students participated in most MVPA during team games [43.2 ± 19.5%; F (3, 121) = 6.0, P < 0.01]. Individual games and individual activities provided a similar stimulus for activity, while the least MVPA was observed during movement activities (22.2 ± 20.0%; Figure 1 ). A smaller proportion of PE time was spent in VPA during all activities. Once more, team games (13.6 ± 11.3%) and individual activities (11.8 ± 14.0%) were best suited to promoting this higher intensity activity (χ 2 (3) =30.0, P < 0.01). Students produced small amounts of VPA during individual and movement activities, although this varied considerably in the latter activity ( Figure 2 ).

Mean (±SD) MVPA during different PE activities. ** Team games > movement activities ( P < 0.01). * Individual activities > movement activities ( P < 0.05).

Mean (±SD) VPA during different PE activities. ** Team games > movement activities ( Z (3) = −4.9, P < 0.008) and individual games ( Z (3) = −3.8, P < 0.008). † Individual activities > movement activities ( Z (3) = −3.3, P < 0.008). ‡ Individual game > movement activities ( Z (3) = −2.7, P < 0.008).

This study used HR telemetry to assess physical activity levels during a range of high school PE lessons. The data were considered in relation to recommended levels of physical activity ( Biddle et al. , 1998 ) to investigate whether or not PE can be effective in helping children be ‘fit and healthy’. Levels of MVPA were similar to those reported in previous studies ( Klausen et al. , 1986 ; Strand and Reeder, 1993 ; Fairclough, 2003b ) and did not meet the US Department of Health and Human Services ( US Department of Health and Human Services, 2000 ) 50% of lesson time criterion. Furthermore, the data were subject to considerable variance, which was exemplified by high standard deviation values ( Table II , and Figures 1 and 2 ). Such variation in activity levels reflects the influence of PE-specific contextual and pedagogical factors [i.e. lesson objectives, content, environment, teaching styles, etc. ( Stratton, 1996a )]. The superior physical activity levels of the high-ability students concurred with previous findings ( Li and Dunham, 1993 ; Stratton, 1996b ). However, the low-ability students engaged in more MVPA and VPA than the average-ability group. While it is possible that the teachers may have inaccurately assessed the low and average students' competence, it could have been that the low-ability group displayed more effort, either because they were being monitored or because they associated effort with perceived ability ( Lintunen, 1999 ). However, these suggestions are speculative and are not supported by the data. The differences in activity levels between the ability groups lend some support to the criticism that PE teachers sometimes teach the class as one and the same rather than planning for individual differences ( Metzler, 1989 ). If this were the case then undifferentiated activities may have been beyond the capability of the lesser skilled students. This highlights the importance of motor competence as an enabling factor for physical activity participation. If a student is unable to perform the requisite motor skills to competently engage in a given task or activity, then their opportunities for meaningful participation become compromised ( Rink, 1994 ). Over time this has serious consequences for the likelihood of a young person being able or motivated enough to get involved in physical activity which is dependent on a degree of fundamental motor competence.

Boys spent a greater proportion of lesson time involved in MVPA and VPA than girls. These differences are supported by other HR studies in PE ( Mota, 1994 ; Stratton, 1997 ). Boys' activity levels equated to 18.9 min of MVPA, compared to 16.1 min for the girls. It is possible that the characteristics and aims of some of the PE activities that the girls took part in did not predispose them to engage in whole body movement as much as the boys. Specifically, the girls participated in 10 more movement lessons and eight less team games lessons than the boys. The natures of these two activities are diverse, with whole body movement at differing speeds being the emphasis during team games, compared to aesthetic awareness and control during movement activities. The monitored lessons reflected typical boys' and girls' PE curricula, and the fact that girls do more dance and gymnastics than boys inevitably restricts their MVPA engagement. Although unrecorded contextual factors may have contributed to this difference, it is also possible that the girls were less motivated than the boys to physically exert themselves. This view is supported by negative correlations reported between girls' PE enjoyment and MVPA ( Fairclough, 2003b ). Moreover, there is evidence ( Dickenson and Sparkes, 1988 ; Goudas and Biddle, 1993 ) to suggest that some pupils, and girls in particular ( Cockburn, 2001 ), may dislike overly exerting themselves during PE. Although physical activity is what makes PE unique from other school subjects, some girls may not see it as such an integral part of their PE experience. It is important that this perception is clearly recognized if lessons are to be seen as enjoyable and relevant, whilst at the same time contributing meaningfully to physical activity levels. Girls tend to be habitually less active than boys and their levels of activity participation start to decline at an earlier age ( Armstrong and Welsman, 1997 ). Therefore, the importance of PE for girls as a means of them experiencing regular health-enhancing physical activity cannot be understated.

Team games promoted the highest levels of MVPA and VPA. This concurs with data from previous investigations ( Strand and Reeder, 1993 ; Stratton, 1996a , 1997 ; Fairclough, 2003a ). Because these activities require the use of a significant proportion of muscle mass, the heart must maintain the oxygen demand by beating faster and increasing stroke volume. Moreover, as team games account for the majority of PE curriculum time ( Fairclough and Stratton, 1997 ; Sport England, 2001 ), teachers may actually be more experienced and skilled at delivering quality lessons with minimal stationary waiting and instruction time. Similarly high levels of activity were observed during individual activities. With the exception of throwing and jumping themes during athletics lessons, the other individual activities (i.e. swimming, running, circuit/station work) involved simultaneous movement of the arms and legs over variable durations. MVPA and VPA were lowest during movement activities, which mirrored previous research involving dance and gymnastics ( Stratton, 1997 ; Fairclough, 2003a ). Furthermore, individual games provided less opportunity for activity than team games. The characteristics of movement activities and individual games respectively emphasize aesthetic appreciation and motor skill development. This can mean that opportunities to promote cardiorespiratory health may be less than in other activities. However, dance and gymnastics can develop flexibility, and muscular strength and endurance. Thus, these activities may be valuable to assist young people in meeting the HDA's secondary physical activity recommendation, which relates to musculo-skeletal health ( Biddle et al. , 1998 ).

The question of whether PE can solely contribute to young people's cardiorespiratory fitness was clearly answered. The students engaged in small amounts of VPA (4.5 and 3.3 min per lesson for boys and girls, respectively). Combined with the limited frequency of curricular PE, these were insufficient durations for gains in cardiorespiratory fitness to occur ( Armstrong and Welsman, 1997 ). Teachers who aim to increase students' cardiorespiratory fitness may deliver lessons focused exclusively on high intensity exercise, which can effectively increase HR ( Baquet et al. , 2002 ), but can sometimes be mundane and have questionable educational value. Such lessons may undermine other efforts to promote physical activity participation if they are not delivered within an enjoyable, educational and developmental context. It is clear that high intensity activity is not appropriate for all pupils, and so opportunities should be provided for them to be able to work at developmentally appropriate levels.

Students engaged in MVPA for around 18 min during the monitored PE lessons. This approximates a third of the recommended daily hour ( Biddle et al. , 1998 ). When PE activity is combined with other forms of physical activity support is lent to the premise that PE lessons can directly benefit young people's health status. Furthermore, for the very least active children who should initially aim to achieve 30 min of activity per day ( Biddle et al. , 1998 ), PE can provide the majority of this volume. However, a major limitation to PE's utility as a vehicle for physical activity participation is the limited time allocated to it. The government's aspiration is for all students to receive 2 hours of PE per week ( Department for Education and Employment/Qualifications and Curriculum Authority, 1999 ), through curricular and extra-curricular activities. While some schools provide this volume of weekly PE, others are unable to achieve it ( Sport England, 2001 ). The HDA recommend that young people strive to achieve 1 hour's physical activity each day through many forms, a prominent one of which is PE. The apparent disparity between recommended physical activity levels and limited curriculum PE time serves to highlight the complementary role that education, along with other agencies and voluntary organizations must play in providing young people with physical activity opportunities. Notwithstanding this, increasing the amount of PE curriculum time in schools would be a positive step in enabling the subject to meet its health-related goals. Furthermore, increased PE at the expense of time in more ‘academic’ subjects has been shown not to negatively affect academic performance ( Shephard, 1997 ; Sallis et al. , 1999 ; Dwyer et al. , 2001 ).

Physical educators are key personnel to help young people achieve physical activity goals. As well as their teaching role they are well placed to encourage out of school physical activity, help students become independent participants and inform them about initiatives in the community ( McKenzie et al. , 2000 ). Also, they can have a direct impact by promoting increased opportunities for physical activity within the school context. These could include activities before school ( Strand et al. , 1994 ), during recess ( Scruggs et al. , 2003 ), as well as more organized extra-curricular activities at lunchtime and after school. Using time in this way would complement PE's role by providing physical activity opportunities in a less structured and pedagogically constrained manner.

This research measured student activity levels during ‘typical’, non-intensified PE lessons. In this sense it provided a representative picture of the frequency, intensity and duration of students' physical activity engagement during curricular PE. However, some factors should be considered when interpreting the findings. First, the data were cross-sectional and collected over a relatively short time frame. Tracking students' activity levels over a number of PE activities may have allowed a more accurate account of how physical activity varies in different aspects of the curriculum. Second, monitoring a larger sample of students over more lessons may have enabled PE activities to be categorized into more homogenous groups. Third, monitoring lessons in schools from a wider geographical area may have enabled stronger generalization of the results. Fourth, it is possible that the PE lessons were taught differently, and that the students acted differently as a result of being monitored and having the researchers present during lessons. As this is impossible to determine, it is unknown how this might have affected the results. Fifth, HR telemetry does not provide any contextual information about the monitored lessons. Also, HR is subject to emotional and environmental factors when no physical activity is occurring. Future work should combine objective physical activity measurement with qualitative or quantitative methods of observation.

During PE, students took part in health-enhancing activity for around one third of the recommended 1-hour target ( Biddle et al. , 1998 ). PE obviously has potential to help meet this goal. However, on the basis of these data, combined with the weekly frequency of PE lessons, it is clear that PE can only do so much in supplementing young people's daily volume of physical activity. Students need to be taught appropriate skills, knowledge and understanding if they are to optimize their physical activity opportunities in PE. For improved MVPA levels to occur, health-enhancing activity needs to be recognized as an important element of lessons. PE may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind.

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Author notes

1REACH Group and School of Physical Education, Sport and Dance, Liverpool John Moores University, Liverpool L17 6BD and 2REACH Group and Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2ET, UK

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Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

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Top 10 Research Questions Related to Children Physical Activity Motivation

The University of North Carolina at Greensboro

Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents’ physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children’s physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children’s physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children’s physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person–environment interactions, and those attempting to dissect the motivation as an outcome of social–cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children’s physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond.

Physical activity is critical to the healthy development of children. According to the recent youth behavior surveillance data ( Centers for Disease Control & Prevention, 2012 ), only half of U.S. adolescents are able to meet the 60-min daily physical activity guideline, and about 14% do not participate in any physical activity at all. In this era of information explosion and fast information technology advancement, children have more “things” to do than their time can afford. But these things are mostly sedentary activities in nature. According to the Child and Adolescent Health Measurement Initiative (2007) , about 51% of American children aged 6 to 17 years old spend more than 1 hr each day on sedentary screen-based activities including watching TV, playing video games, and surfing the Web. The data suggest that children are motivated to do something, but they may not be able to motivate themselves for participating in health-enhancing physical activities. Thus, it is imperative to understand their motivation and motivation sources for physical activity participation.

Motivation is a mental process that brings about and sustains goal-oriented actions ( Pintrinch & Schunk, 2002 ). Conceptually, motivation is considered as consisting of energy that allows one to engage in physical or mental actions and in the direction/goal the action is expected to achieve. Research on children’s motivation for physical activity in school and nonschool settings has made significant progress in the past two decades. Multiple theoretical frameworks have been used in the research including the achievement goal theory ( Nicholls, 1984 ), the self-efficacy theory ( Bandura, 1997 ), the expectancy-value theory ( Eccles, 1983 ), the interest theory ( Hidi, 1990 ), and the self-determination theory ( Deci & Ryan, 1985 ). The research has yielded much-needed findings that have enriched our understanding about children and adolescents’ motivation for physical activity in different settings. The findings, in many cases, have informed practitioners about effective ways to develop strategies to motivate children and adolescents to engage in physical activities.

One noticeable characteristic of the motivation research is that motivation is being conceptualized as an outcome from interaction between the individual and the physical and social environment. A typical example is the theoretical revision of the goal theory, where the task or ego goal—the motivators—is no longer viewed as a predetermined mental disposition; rather the motivators are conceptualized as being nurtured by the immediate environment that determines the nature of success and achievement ( Ames, 1992 ; Epstein, 1989 ; Maehr & Midgley, 1996 ). Most studies on children’s motivation for physical activity have been conducted in two settings: the school physical education setting ( S. Chen, Chen, & Zhu, 2012 ) and the afterschool environment ( Biddle, Whitehead, Donovan, & Nevill, 2005 ; Cox, Smith, & Williams, 2008 ). Most studies have been descriptive and have used survey methods and correlational and cross-sectional designs ( Biddle et al., 2005 ; S. Chen et al., 2012 ).

In general, the motivation research has informed us that motivation sources for physical activity differ in the school physical education setting and outside-school environments despite some similarities that have been documented. Based on a review of 79 studies, S. Chen et al. (2012) reported that students in K–12 schools are most likely to be motivated by their expectancy beliefs. They suggested that a most likely motivation source in physical education is students’ belief of being able to succeed (doing well) in physical education. Associated with this belief is their recognition of values in tasks/activities they experience in physical education. These values include attainment value (importance to life), utility value (useful to me), and intrinsic value (enjoyable for me). Comparable with the task values are task-goal orientation and the task-goal-oriented learning climate. Children in physical education consider these important motivation sources as well. S. Chen et al. also revealed that motivation sources identified in other theoretical perspectives such as interests (interest theory), needs for autonomy, competence, and relatedness (self-determination theory) lead to students’ motivation in physical education.

In the afterschool environments, on the other hand, perceived physical competence (a belief of being able to perform physical activities such as sports) is identified as a powerful motivation determinant for children, especially girls ( Biddle et al., 2005 ). Children who believe they are physically capable of participating in a sport or physical activity successfully are more likely to participate in that sport or physical activity during leisure times. Similar to physical education, interest/enjoyment (fun) and recognition of physical activity importance have been identified in adolescents as important motivation sources for physical activity participation ( Butt, Weinberg, Breckon, & Claytor, 2011 ).

A recent development in the research on student motivation for physical activity participation in physical education is the findings about motivation specificity. Evidence from limited studies ( A. Chen, Martin, Ennis, & Sun, 2008 ; Ding, Sun, & Chen, 2013 ) indicates that middle school students rely on different motivation sources (i.e., perceived competence, interest, or achievement goals) when being asked to engage in different types of physical activities (sports or fitness exercises). The emerging research evidence does suggest that children’s motivation is dynamic in that, at least in the physical education setting, it relies on the immediate environment in which opportunities of specific physical activities are presented to them. In addition to motivation specificity, recent research on the motivational impact of active video games (exergaming) has revealed that interest and competence-based motivation can fluctuate in terms of time and duration of exposure to the games in both physical education ( Sun, 2012 , 2013 ) and in out-of-school settings ( Gao, Zhang, & Stoden, 2013 ).

Taken together, the very brief overview of findings from research on children and adolescents’ physical activity motivation has shown that most studies are descriptive in nature and are focused on describing children’s physical activity motivation as a psychological state influenced by personal characteristics and the immediate physical activity environment. It is clear that children’s motivation for physical activity is multifaceted. It is clear that children are readily motivated in physical education. It is clear that it may be difficult for those who have doubts about their physical competence to motivate themselves to start physical activity on their own during their leisure time. It is clear that adults (e.g., teachers, coaches, parents, afterschool program leaders) play a significant role in developing and helping sustain children’s physical activity motivation. It is clear that motivation strategies in different settings should be context- and activity-specific and relevant to both the children and the activity (motivation specificity).

Helping children become motivated for physical activity requires researchers to take the issue beyond the current research paradigms. A recent report by the Institute of Medicine ( IOM, 2013 ) reminds us that children’s physical activity opportunities and motivation are, in large part, a policy and school curricular issue. School policy and curricula that support developing a physically active environment in school and in the community can help develop, sustain, and protect children’s physical activity motivation and support their academic achievement ( IOM, 2013 ). The research findings and scholarly consensus on policy and curriculum issues seem to have formed a platform for launching future research on children’s physical activity motivation. Framed in this understanding, the purpose of this article is to take a look at the current research landscape to provide subjective thoughts about what we still need to know about children’s physical activity motivation. The 10 research questions listed in this article serve as a starting block for researchers in this area to extend their conceptual thinking in identifying possible research questions that are personally meaningful. The topics are equally important in addressing the issue of children’s physical activity motivation. They are presented in order from 1 to 10 based on the extent to which a topic has been studied: The 1st represents a topic that has been studied extensively, and the 10th indicates a topic we know little about. The order, in a sense, may suggest a degree of urgency at the moment, with those at the top of the rank order (i.e., 10) needing more research attention than those at the bottom (i.e., 1). This arrangement is completely subjective. For that reason, the order should be considered with caution.

QUESTION 1. How Do Dispositional Factors and Situational Factors Interact to Generate Physical Activity Motivation?

It is clear that children’s motivation relies on the interaction between a number of personal disposition variables such as self-concept, knowledge, and situational factors in their immediate environment such as community resources and school programs ( A. Chen & Hancock, 2006 ). What is not clear is the compatibility between certain dispositional factors and situational factors that function together to promote physical activity motivation. Recent studies on children’s motivation specificity in the physical education setting ( A. Chen et al., 2008 ; Ding et al., 2013 ) have started this quest. To answer this question, studies are needed to extend this line of research in which various psychological constructs can be examined along with physical and social factors in the immediate environment where physical activity is taking place. The environments should include physical education, school-based noninstructional physical activity opportunities, community-based opportunities and programs, and home physical activity opportunities.

QUESTION 2. What Strategies in Instructional and Noninstructional Physical Activity Settings Are Effective to Increase Children’s Motivation for Maximum Engagement?

It is clear that some traditional ways of instruction in instructional and/or noninstructional settings may alienate those students who are mostly female, less athletic, and/or less skilled ( Cothran & Ennis, 2001 ; Ennis, 1999 ). These children are most vulnerable in environments in which their self-esteem is threatened, such as a competitive sport-centered physical activity setting. These children tend to feel insecure and quickly become demotivated in such a setting. It is also clear that certain strategies can increase all children’s engagement in instructional physical education settings ( Ennis & McCauley, 2002 ; Shen, Chen, Tolley, & Scrabis, 2003 ). Intervention research is needed to identify the strategies most relevant for creating nonthreatening physical activity opportunities and environments in both instructional and noninstructional settings to help children develop and sustain self-initiated physical activity motivation.

QUESTION 3. What Is the Extent to Which Children’s Goal Orientations and Environment Goal Climate Contribute to or Impede Self-Initiated Motivation for Physical Activity?

It is clear that task- or ego-goal orientations (and their conceptual variations of approach/avoidance constructs) could lead to various motivation outcomes ( Biddle, Wang, Kavussanu, & Spray, 2003 ). It is also clear that the task-goal orientation is associated with many positive motivation correlates such as effort, mastery goals, optimal perception of competence, positive attitudes, and other affects, while the ego-goal orientation is associated with a belief of status, competitive goals, and aggressive physical activity behavior ( Biddle et al., 2003 ). Research on motivational function of the goal orientation climate in physical education has produced findings that support the positive impact of task-goal orientation on children’s motivation ( Standage, Duda, & Ntoumanis, 2003 ). Because behavior outcomes are inferred in most goal orientation studies through measure of intentions, it is not clear whether the intention-based motivation outcome will lead to motivated behavior eventually. To answer this question, goal orientations/climate need to be studied in direct connection to physical activity behavior change. This line of research has great potential to inform us about ways to create motivating physical activity environments that are meaningful for children and adolescents in both instructional and noninstructional settings.

QUESTION 4. Why Are Fitness-Developing Activities Not Motivating for Children/Adolescents, and How Can the Activities Be Changed From “Boring” and Demotivating to “Fun” and Motivating?

It is clear that children should not be considered miniature adults and be prescribed with adult-appropriate physical activities for fitness development or behavior change ( Corbin, 2002 ). Obviously, some activities helpful for adults in developing fitness are not appropriate for children and are potentially detrimental to their motivation for continued participation in physical activity. Unfortunately, these activities are often incorporated and offered in both instructional and noninstructional programs for children. There is evidence that these activities could become liabilities because they are viewed as a cost to motivation later in life ( A. Chen & Liu, 2009 ). Research has shown that it is possible to modify these physical activities to make them appealing for children. For example, an earlier study ( A. Chen & Darst, 2001 ) on the relationship between activity design and situational interest showed that incorporating cognitive components in a physical activity can make the physical activity situationally interesting and motivating for middle school students. These previous studies imply that children and adolescents value and appreciate positive affect outcomes more than health benefits in their participation in physical activity. What we need to know more about is generalizable activity attributes that can be used to modify most adult-appropriate fitness activities. To answer this question, studies are needed to identify aspects of physical activity that motivate children. Understanding these aspects can help us develop effective programs for optimal engagement in physical activity. Associated with this is the need to turn useful tasks/activities perceived by children and adolescents as “boring” into exciting and interesting activities.

QUESTION 5. To What Extent Can a Situational Motivator Be Internalized Into Self-Initiated Motivation?

A recent trend in children’s game world is the fast and accelerated development of video games. It is undeniable that video games have a powerful and instant motivating effect on children. All characteristics of a situationally interesting activity can be identified in video games, and their appealing effect in the physical activity domain has been documented in recent research on children exergaming experiences. It is clear that there are positive motivation outcomes from playing active video games in a physical activity setting. For example, exergaming is positively associated with children’s perception of competence ( Gao et al., 2013 ) and generates high initial situational interest for participation ( Sun, 2012 , 2013 ). It is hypothesized that for situationally induced motivation to be sustained, it has to be internalized. Particularly in the case of situational interest, the excitement and instant enjoyment from situationally interesting activities should be integrated into children’s current cognitive process as well as their knowledge structure for personal interest and self-initiated motivation to develop ( Hidi, 1990 , 2000 ). To answer this question, studies are needed on the possibility and strategies for children to internalize situational motivation from the exergaming-like experiences into their own self-initiated motivation repertoire for not only continuing to play active video games but also developing a personal interest and motivation to participate in other health-enhancing physical activities.

QUESTION 6. How Can the Motivation Function of Expectancy Beliefs and Task Values Be Sustained?

It is clear that when facing an externally imposed task, children often, foremost, assess their chances of success in completing the task ( Harter, 1982 ). The outcome of this assessment is a belief that they should or should not put forth effort. In a physical activity setting, especially in physical education, where activities are imposed by the teacher or other adults, children’s expectancy beliefs for success are predictive of their performance. It is clear that perceived competence (a cousin construct of expectancy beliefs) is a strong predictor for children’s physical activity motivation during leisure times ( Biddle et al., 2003 ). The task values (perceived importance, usefulness, and enjoyment) are predictive for persistence and effort. Both expectancy beliefs and task values are contributing predictors for future physical activity intension ( Xiang, McBride, & Bruene, 2006 ). Most research on expectancy beliefs and task values has been conducted in instructional physical education settings, and findings are positive in general. What is not clear is whether the positive development in expectancy beliefs and values can continue to develop beyond physical education. To answer the question, studies are needed to examine the extent to which the expectancy beliefs and task values for physical activity and their motivation functions can be developed and sustained in school-based noninstructional and home/leisure physical activity settings. In addition, it is necessary to examine the extent to which the expectancy value-based motivation in the noninstructional settings can be attributed to learning experiences in physical education. In this line of research, it is expected that when the expectancy value theory is used as the guiding framework, the cost component should be included in the research or be studied as an independent construct associated with the framework ( Zhu & Chen, 2013 ).

QUESTION 7. Can Extrinsic Motivation and Its Regulation Process Enhance Physical Activity Motivation, and to What Extent?

It is clear and realistic to acknowledge that children and adolescents’ behaviors usually are controlled by external forces, most likely by adults such as teachers, parents, coaches, and others who happen to be responsible for them during a portion of their day. Although children in a structured, controlling environment such as schools can be motivated intrinsically in pursuing their own interests, most often, their motivation is extrinsic in nature because the activity they are asked to do usually is not intrinsically motivating ( Ryan & Deci, 2009 ). It has been observed in many studies that children are motivated when they expect to receive rewards they value; and they may become demotivated when the rewards they are expecting are withdrawn ( Deci, Koestner, & Ryan, 1999 ). In this type of environment, externally initiated regulation processes can help children stay on course and become extrinsically motivated to achieve what is expected of them. In other words, in the school or in other settings where intrinsic motivation sources (e.g., interest) are not available, children’s motivation relies on externally regulated processes. According to Deci and Ryan (1985) , effective contingencies for extrinsic motivation include many types of rewards such as grades, praises from the teacher, or a tangible or symbolic award (e.g., a trophy, a smiley face sticker, etc.). In the physical activity domain, winning a scrimmage or losing weight can be extrinsic rewards, too. Sun and Chen (2010) argue that at a particular moment and in a particular setting in physical education, children should be and can be motivated through external regulation processes because all children are not intrinsically motivated to be physically active. It follows, then, that the critical aspect in regulating their physical activity behavior change is the structure of rewards. To answer the question, studies are needed to help understand the motivation function of controlling rewards and informational rewards in terms of physical activity behavior change. Pertinent to helping children develop and sustain motivation for self-initiated physical activity, it is particularly imperative to frame studies in the overjustification hypothesis ( Lepper & Greene, 1978 ; Lepper & Henderlong, 2000 ), which states that providing extrinsic rewards to children for their intrinsic motivation (e.g., engaging in intrinsically motivating activities) is detrimental. These studies will improve our understanding of extrinsic rewards (e.g., winning, losing weight) and intrinsic motivation for physical activity, which will lead to effective interventions to help children internalize the value of physical activity for healthful living.

QUESTION 8. To What Extent Does School Policy Influence Children’s Physical Activity Motivation?

Children spend most of their daytime in schools. By and large, their behaviors in school are determined, controlled, and modified by school policies. The influence of school policy on physical activity opportunities has been acknowledged as critical in terms of children’s in-school physical activity behavior development and change ( IOM, 2013 ). It is clear that schools in the United States operate mostly as independent institutions with decision-making authority in terms of curriculum choice and scheduling. It is also clear that all U.S. schools are not in compliance with the national guideline for offering physical education and noninstructional physical activity programs to all children ( National Association for Sport and Physical Education [NASPE] & American Heart Association [AHA], 2010 ). For example, most schools do not allocate physical education class time that meets the national guideline (minimum of 150 min/week for elementary schools and 225 min/week for secondary schools); most high schools allow waivers: Students can use participation in non-physical education activities to earn physical education credits. These school policies can potentially channel students’ motivation away from physical education and health-enhancing physical activities. Hypothetically, students may become more motivated to pursue a band activity than a fitness activity because their motivation for band and their amotivation for fitness development are encouraged and supported by the waiver policy. This topic of research is relatively new. There is little evidence to affirmatively connect school policies to children’s physical activity motivation. To answer the question, large-scale descriptive studies are needed to inform policy decisions.

QUESTION 9. What Can We Learn From Other Countries About Motivating Children to Be Physically Active and Healthy?

It has been documented that schools in the United States are willing to cut in-school physical activity opportunities (including physical education) in the name of improving student academic performance ( NASPE & AHA, 2010 ). Since the publication of the No Child Left Behind Act of 2001 , in-school physical activity opportunities have declined in most U.S. schools. It is known that U.S. K–12 students have been falling behind many other countries in performance in reading, math, and science ( National Center for Educational Statistics, 2013 ). Academically, our students have not been able to perform at a comparable level to those students in countries such as Finland, China, Korea, or Singapore. Recent reports show that schools in these countries have instituted physical activity policies that encourage and motivate their children to be physically active ( Ding, Chen, & Sun, 2012 ; Ding, Li, & Wu, in press ; Yli-Piipari, Watt, Jaakkola, Liukkonen, & Nurmi, 2009 ). Similar to Question 8, this question is relatively new and little comparable evidence is available to inform us about what can be learned from these countries in terms of social, cultural, and educational policies and practices. To answer the question, it is necessary to form international research partnerships to focus on not only physical activity policies, but also educational and public health policies in relation to children’s motivation to develop positive, healthy behavior.

QUESTION 10. How Can We Help Children Develop and Sustain a Motivational Mental Process That Leads to Positive Behavior Change?

Motivation is a mental process. As such, it is studied under the assumption that the process relies on mental activities influenced by personal dispositional factors such as knowledge, beliefs, and attitudes. It is also influenced by physical and social attributes in the environment in which a child lives. It is clear from educational research that children are capable of developing viable mental models that may facilitate or impede their learning behavior and achievement ( Vosinadou, 1994 ). To change children’s way of thinking and behavior, it is necessary to change their misconceptions about the behavior and factors associated with the behavior. The conceptual change process has been discussed in terms of physical education ( Ennis, 2010 ). It can be postulated that children’s perceptions and knowledge about physical activity and health, as might be reflected in their mental models, determine their decision and behavior of being physically active. The role of motivation (both intrinsic and extrinsic) can be crucial in changing children’s mental model development and change ( Pintrich, Marx, & Boyle, 1993 ). Being called a “warm conceptualization,” the motivated mental model change process is viewed as a necessary step to link the cognitive action of decision making to behavioral action ( Pintrich et al., 1993 ). Understanding the role of motivation process in the “warm” conceptual change process leading to behavior change can help answer many questions regarding how to change children’s motivation patterns from “what I have to do or need to do” to “what I want to do.” To answer the question, a new paradigm of research on children motivation and physical activity needs to be conceptualized, variables need to be identified, and various hypotheses need to be formed and examined.

In conclusion, rich research evidence has been gathered in the past few decades and has informed us about children and adolescents’ motivation for physical activity and physical inactivity in many settings. We have learned a great deal, but there is more to learn. Children in the United States have become increasingly sedentary due to challenges from academic work and attractions from unprecedented opportunities of sedentary entertainment. Finding effective ways to motivate them to be physically active has never been more urgent. It is hoped that this list of potential research topics can be a helpful starting point for us to accomplish this imperative and significant mission.

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1. Introduction. Teaching in physical education has evolved rapidly over the last 50 years, with a spectrum of teaching styles [], teaching models [], curricular models [], instruction models [], current pedagogical models [5,6], and physical educational programs [].As schools provide benefits other than academic and conceptual skills at present, we can determine new ways to meet different ...

An effective or promising approach for increasing physical activity in youth is one that both has theoretical underpinnings and has been investigated through methodologically sound qualitative or quantitative research. The type of research and evidence relating to strategies for increasing physical activity in schools varies tremendously by program or policy components. As suggested by the L.E ...

A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated With Classroom-Based Physical Activity Interventions January 2012 Journal of Applied School Psychology 28(1):14-36

Future work should combine objective physical activity measurement with qualitative or quantitative methods of observation. ... pupil motor engagement time: case studies of student teachers. In Telema, R. (ed.), International Symposium on Research in School Physical Education. Foundation for Promotion of Physical Culture and Health, Jyvaskyla ...

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. ... This article serves as a quantitative review of classroom physical activity interventions in terms of their physical activity, health and learning outcomes for students, with ...

Quantitative research was the most frequently utilized research method for integrated studies in physical education (n = 22, 47.8 %), followed by qualitative methods ... This finding demonstrates a wider base and interest in research of integrative physical education around the world. Additional positive findings from the current study included ...

plementing research using the quantitative paradigm. Table 1 Major Assumptions of Quantitative Research 1. A hard reality exists, and it is the task of science to discover the na-ture of reality and how it works. 2. Research investigations can result in accurate statements about the way the world really is. 3.

Purpose : We aimed to identify, categorize, and analyze published peer-reviewed research on teaching in physical education between July 1994 and December 2015. Methods : An exhaustive search was ...

Quality physical education (QPE) can be explained as a group of interrelated strategies to embrace the formulation and development of inclusive and equitable curricula. ... This scoping review updates the existing knowledge from quantitative and qualitative research relating to the evaluation of the implementation fidelity of QPE programmes and ...

Request PDF | Quantitative Methodology: A Guide for Emerging Physical Education and Adapted Physical Education Researchers | Emerging professionals, particularly senior-level undergraduate and ...

Emerging professionals, particularly senior-level undergraduate and graduate students in kinesiology who have an interest in physical education for individuals with and without disabilities, should understand the basic assumptions of the quantitative research paradigm. Knowledge of basic assumptions is critical for conducting, analyzing, and presenting research of high quality in this arena.

Physical education (PE) in schools provides a context for structured physical activity participation; however, evidence suggests that students do not achieve sufficient moderate-to-vigorous physical activity (MVPA) to attain health benefits (Hollis et al., 2017; Lonsdale et al., 2013).Research has been conducted to identify factors relating to students' level of engagement in lessons ...

Last, I present exemplars of studies in adapted physical education that are positioned in different types of quantitative research approaches. The goal in this chapter is to provide advanced information about quantitative research approaches targeted to graduate students and early career faculty interested in scholarship in APE.

(Smith, 2015). Despite a quantitative analysis of the situation of physical education (Hardman, 2008), there has been little qualitative exploration with the goal of mapping out a general outlook of issues surrounding PE education. Also, while much research focuses on PE courses at higher education and teacher

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. ... Use tables, graphs, or charts to present quantitative data and provide ...

The students' self-assessment of their health state allows managing the educational process of physical education efficiently, allocating physical activity, and applying individual tasks rationally. Hakman, A., et al,. (2020) Ukraine: Higher Education: Quantitative and qualitative approach. Portfolio.

Physical Education is one of the subjects that should be highlighted in order for. students to improve their physical health and a cademic performance. As a result, from 2017. to 2021, this ...

St. John's Scholar | St. John's University Research

Phys. Rev. Phys. Educ. Res. 15, 020102 (2019) - Published 3 July 2019. Using focus group and interview data from quantitative PER experts to identify areas of improvement, the authors examine to what extent these issues exist in published PER work. PDF HTML. 7 citations.

22 Journal of Research Quantitative Analyses proportion of APE second priority openings in the total APE job market (e.g., 29/45 = 0.64). A frequency signifies the total number of APE job openings in a given year, while a proportion shows the ... physical education for individuals with disabilities or similar terms such as handicapped children.

Sports, physical education, physical activity, and kinesiology can make use of many ability concepts, such as internalized ableism , ability privilege , ability security (one is able to live a decent life with whatever set of abilities one has), ability identity security (to be able to be at ease with ones abilities), and ability inequity, an ...

The notion of quantitative physics education research (PER) so far has been mostly limited to the mere use of statistical methods or use of computational tools for analyzing numerical data. Little attention, in fact, has been given to the underpinnings of this research paradigm. To fill the gap, this theoretical paper addresses key and yet ...

Based on a review of 79 studies, S. Chen et al. (2012) reported that students in K-12 schools are most likely to be motivated by their expectancy beliefs. They suggested that a most likely motivation source in physical education is students' belief of being able to succeed (doing well) in physical education.

Basic information

• Admission to the grounds of the Auschwitz-Birkenau Memorial is free of charge. The entry cards should be reserved on  visit.auschwitz.org . For better understanding the history of Auschwitz we suggest a visit with a guide-educator

• The fees are charged for  engaging a guide-educator . Visitors in groups are required to engage an Auschwitz Memorial guide. There is also possibility for individual visitors to join a guided tour .  

• The Museum  also  organizes  online guided tours   for groups and individual visitors .

• Due to overwhelming demand, please book in advance and arrive at the Memorial at least 30 minutes before the start of the tour due to security checks. The main car park and entrance to the Museum is located at 55 Więźniów Oświęcimia Street .

• Visitors to the grounds of the Museum should behave with due solemnity and respect. Visitors are obliged to dress in a manner befitting a place of this nature. Before the visit please read " the rules for visiting ".

• The grounds and buildings of the Auschwitz I and Auschwitz II-Birkenau camps are open to visitors. The duration of a visit is determined solely by the individual interests and needs of the visitors. As a minimum, however, at least three-and-a-half hours should be reserved.

• The maximum size of backpacks or handbags brought into the Museum can not exceed dimensions: 35x25x15 cm . Please leave your bags in your cars or buses.

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Multibook - preparing for a visit to the Memorial Site

DEUTSCH   |  ESPAÑOL   |   FRANÇAIS   |   ITALIANO  

Multibook is also available in I nternational Sign language

Guided Tours for Individual Visitors

Individual visitors may tour the Memorial independently or in organised groups with a guide.

Entrance to the Museum, to both Auschwitz I and Birkenau parts, is possible only with a personalized entry pass booked in advance. Reservations can be made at visit.auschwitz.org or on the spot at the cashier. The number of entry passes available is limited.

Due to the huge interest, visitors are kindly requested to book in advance at the website visit.auschwitz.org, as well as to arrive at least 30 minutes before the start of the tour. Larger luggage should be left in vehicles in the car park. Before the visit, please read the rules of visiting and the opening hours of the Museum.

HOURS OF THE VISIT CAN BE RESERVED ONLINE: VISIT.AUSCHWITZ.ORG

Online guided tours

The online guided tour lasts about two hours and is divided into two parts – in Auschwitz I and Birkenau. The guide's narration is conducted live. Additionally, the educator uses multimedia materials, archival photographs, artistic works, documents, and testimonies of Survivors. Interaction with the guide and asking questions is also possible. 

GROUPS / SCHOOLS

The tour for groups is available in 7 languages (English, French, German, Hebrew, Italian, Polish, and Spanish). Bookings can be made after logging in via a form available on visit.auschwitz.org .

TOURS FOR INDIVIDUAL VISITORS

Individual visitors can join guided tours starting at set times of the day in English, German and Polish.  Entry cards are available at visit.auschwitz.org .

Check the hours of online guided tours for individual visitors . 

Learn more about "Auschwitz in Front of Your Eyes" platform.

Guided tours options. Prices.

We offer visitors several options for guided tours. Each includes tours of Auschwitz I and Auschwitz II-Birkenau.

• General tours (2,5 h) • General tours (3,5 h) • Guided tours for individual visitors (3,5 h) • One-day study tours (6 h) • Two-day study tours (2x3 h) • Online tour (2 h)

Because of a large number of visitors guides should be reserved at least two months before a planned visit.

Plan a visit

In order to take in the grounds and exhibitions in a suitable way, visitors should set aside a minimum of about 90 minutes for the Auschwitz site and the same amount of time for Auschwitz II-Birkenau. It is essential to visit both parts of the camp, Auschwitz I and Auschwitz II-Birkenau, in order to acquire a proper sense of the place that has become the symbol of the Holocaust of the European Jews as well as Nazi crimes againt Poles, Romas and other groups.

The grounds and most of the buildings at the sites of the Auschwitz I and Auschwitz II-Birkenau sites are open to visitors. Some buildings are not accessible to visitors (including the blocks reserved for the Museum administration and its departments). Please familiarize yourself with " the rules for visiting ".

Opening hours

The Museum is open all year long, seven days a week, except January 1, December 25, and Easter Sunday. You can start the visit in the following hours*:

• 7:30 AM - 2:00 PM December
• 7:30 AM - 3:00 PM January, November
• 7:30 AM - 4:00 PM February
• 7:30 AM - 5:00 PM March, October
• 7:30 AM - 6:00 PM April, May, September
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* These are the hours of entrance to the Museum. A visitor may stay on the site of the Museum 90 minutes after the last entrance hour (i.e. 5.30 in February or 8.30 in July) 

"Reserve" buildings available for the visitors

Study tour groups may visit Block 2 and 3 of the former Auschwitz I camp and wooden hospital barracks (B-80 and B-210) at the Auschwitz II-Birkenau camp. Block 2 and 3 are ones of so-called "reserve blocks" of the Museum, maintained and presented in their original condition. Since the liberation of the camp, the interior of the blocks has been preserved almost intact. It comprises rooms for prisoners, a washroom, toilets and other areas, furnished with original strawbeds, bunks and other elements of block furnishing. 

Getting to the Museum

The Museum is located on the outskirts of the city of Oświęcim on provincial road 933. The visit starts at the former Auschwitz I site. The Museum is about 2 km. from the train station and can be reached from there by local buses. (GPS coordinates: GPS coordinates: 19.20363 E, 50.0266 N )

There are PKS and minibus stops adjacent to the Museum, with service to Cracow and Katowice. There are also two international airports within about 50 kilometers of Oświęcim: Kraków-Balice and Katowice-Pyrzowice.

More information for visitors (i.e. transport, weather)

Temporarily closed for visitors

Closed for the visitors:

• parts of the Auschwitz II-Birkenau 

• part of the exhibition in Blocks 5 and 6 in Auschwitz I

• the Russian exhibition in Block 14

• The so-called Central Sauna building in Auschwitz II-Birkenau

• the Slovak exhibition in Block 16

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• The Eiffel Tower

  Official Eiffel Tower Ticket Office

The Eiffel Tower will be open during the Olympic Games except on July 26. Exceptionally, tickets for visits from June 17 will go on sale later than usual (instead of 60 days before the day of the visit). No tickets for this summer (including during the Olympic Games) are currently on sale, so do not buy tickets from websites promoting such offers. Keep an eye on our official online ticket office.

• Contact information

When do you want to visit the Eiffel Tower?

How many tickets do you need.

Young (12-24 years)

Children (4-11 years old)

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An order may include a maximum of 9 tickets

An order may only contain a maximum of 5 children’s tickets (4 years or younger)

An order may only contain a maximum of 2 RSA (earned income supplement) tickets

An order containing only children’s tickets (-4 years old and 4-11 years old) is not permitted.

“Adult”: Normal rate for adults 25 years old and over.

“Youth (12-24 years old)”: Rate for youth between 12 and 24 years old. Proof of age required.

“Children” (4-11 years old)”: Rate for children between 4-11 years old. Proof of age required. Mandatory purchase of an adult or youth ticket.

“Small children (younger than 4 years old)”: Free for children younger than 4 years old. Ticket and proof of age required. There is no left luggage office available, in particular for strollers.

“RSA (earned income supplement) recipients”: Rate applied to French RSA (earned income supplement) recipients only, available at the Tower's ticket offices.

“Disabled individuals”: Rate for disabled individuals only applicable upon presentation of valid certificate. Access to the Summit and stairs is not permitted for individuals with reduced mobility.

Online help

How much does it cost to visit the eiffel tower.

To check the prices for the Eiffel Tower, please visit this page on the official Eiffel Tower site . The Eiffel Tower online ticket office provides the official prices. The adult price applies to adults 25 years and over.  There are discount rates for young people (12-24 years old), children (4-11 years old) and for those with disabilities. Admission is free for children under 4 years old. The price of the ticket varies upon how you go up (elevator and/or stairs) and the destination (2nd floor or the upper floor) you select. 

The desired visit date is not available, what should I do?

Certain days (weekends, days during peak season between July and August) are in high demand and we sell out quickly, especially for e-tickets for the top floor, which are the most popular. If you are flexible, select another date that is shown as available. The dates marked in orange indicate that the last tickets are available. Lined out or grayed out dates are no longer available. If there is no more online availability, note that tickets to visit the Eiffel Tower are also sold on site at the ticket offices at the monument. Regardless, we sell our tickets online up to 60 days in advance (for lift tickets) and 14 days in advance (for stairs tickets to second floor). If you can, plan your visit well in advance, so you will have the choice of date, destination and time.  

How many tickets can I buy?

On the online ticket shop, you can buy up to 9 tickets for the same order. Groups who want to buy tickets, regardless of the number, must use the ticket office site reserved for groups.

The Eiffel Tower’s online box office allows you to purchase your ticket online for the 2nd floor or the Summit at the official rate. You can purchase individual e-tickets for up to 9 people. Tickets can also be purchased several weeks in advance. With the e-ticket system, experience no lines! You will directly receive your ticket by e-mail so you can print it at home or store it on your smartphone. If e-tickets are sold out for the date/time or destination that you search, it is always possible to purchase tickets on the spot on the day of your visit.  At the scheduled hour, go directly to the lifts or stairs without having to wait at the ticket stands. There are mandatory security checks at the Eiffel Tower’s entrance and before entering one of the pillars.

Tourism professionals, schools, associations:  professional ticketing website .

Destination to the top

An engrossing experience

« The Eiffel Tower Summit »

The most marvelous view of Paris

At the top of the Eiffel Tower, enjoy the highest view of Paris and its surroundings. With its 2 floors (one open-air and the other indoor), experience for yourself the majesty of Paris from all angles: witness the most eye-catching architectural beauties, monuments, and the Seine.

The office of Gustave Eiffel

At the top of the Tower, you will also discover a reconstitution of Gustave Eiffel’s office, the Tower’s creator. With its wax models, this scene depicts Gustave Eiffel and his daughter Claire receiving the famous American inventor, Thomas Edison.

Destination to 2nd floor

At the heart of the Tower :

« The Eiffel Tower’s 2nd floor »

The most all-encompassing experience

On the 2nd floor, you’ll be transported with amazement: With several monoculars located on both levels, Paris and its monuments will offer a scintillating pleasure to your delighted eyes. Take advantage of the large selection of activities, boutiques and restaurants!

Be at the forefront of a spectacular lighting show

During evening visits, the 2nd floor is the best spot to be to witness the Tower and its magnificent lit structure. Also don’t forget, Paris is the “City of Lights.” On the 2nd floor, you’ll have a front row seat for an unforgettable moment of scintillation at all hours!

Infobulle 8 Un justificatif obligatoire est à présenter sur place

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• Prices & Times

Eiffel tower ticket prices

Tickets for visits from June 17, 2024, will go on sale later than usual (instead of 60 days before the day of the visit). Keep an eye on our official online ticket office to find out when tickets are available for this summer, including during the Olympic Games. Because of the high demand and many cases of fraud among non-official ticketing websites, we invite you to remain vigilant: do not buy tickets from websites offering visits of the Eiffel Tower this summer (including during the Olympic Games). If no tickets are available online, they can still be purchased at the monument ticket office for immediate use on the day of your visit.

(1) The reduced rates apply upon presentation of proof of age.

(2) Children under 4 must be in possession of a ticket for free. Their companions pay the adult individual fare.

PLEASE NOTE: the top of the tower and the stairways are not suitable for people with reduced mobility.

Price of our bundle offer

Calendar and opening times.

The Eiffel Tower will be open during the Olympic Games, except on July 26.

Click on a date to view details of the opening hours on the selected day. If a date cannot be clicked on, the opening hours have not yet been communicated.

x Normal opening times

x Special opening times

x Exceptional closure

All times shown here are subject to change without notice. ACCESS TO THE TOP MAY BE PROHIBITED DURING HARSH WEATHER OR PEAK PERIODS.

(1) Children under 4 must have a free ticket.

The access to the ticketing website dedicated to professionals requires an account opening request and the signature of a contract.

Click on a date to view details of the opening hours on the selected day. If a date cannot be clicked on, the opening hours have not yet been communicated.  

For your children: the "Tour Eiffel Kids" booklet on the theme of the growing Tower is waiting for you in the pillars & on the 1st floor! See the poster

Dine on the 1st floor at Madame Brasserie: watch the Paris skyline while you have diner. Without reservation, subject to availability. More information

Tip! Connect to our mobile visitor's guide, a real companion to find your way around and learn more about the Tower! Try

Attendance: High

Temperature : 9°

Wind : LIGHT

Get the most out your Eiffel Tower experience with our mobile visit companion! Start the experience.

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