Abstract

This qualitative study examines how primary school students experience physical education (PE) across government, private, and local authority schools in Thailand, and how these experiences influence their evolving attitudes toward sports. Using a multiple-case study design, data were collected through semi-structured interviews with 54 students and 9 PE teachers, classroom observations, and student reflection tasks. Thematic analysis revealed five key findings: (1) game-based pedagogy enhances engagement and reduces performance anxiety; (2) disparities in resources and facilities limit equitable access; (3) emotional responses to PE—ranging from excitement to anxiety—affect participation and motivation; (4) culturally relevant activities strengthen students’ identity, focus, and belonging; and (5) student voice offers valuable insight for improving curriculum and inclusion. The study highlights the interplay between pedagogical strategies, institutional structures, and emotional dynamics in shaping physical literacy and self-confidence. It argues for the importance of culturally meaningful, emotionally responsive, and student-centered PE programs that foster both physical development and educational equity. By foregrounding student perspectives and revealing systemic disparities, the research contributes to global conversations on educational justice, embodiment, and transformative learning. Findings offer practical implications for educators, curriculum designers, and policymakers seeking to promote inclusive and empowering PE experiences for all learners.

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