Implementing lifestyle sports through meaningful physical education in English secondary schools: a mixed-methods study of pupil experiences

Wintle, J, Durden-Myers, L ORCID: 0000-0001-7705-1138 and Lewis, K (2026) 'Implementing lifestyle sports through meaningful physical education in English secondary schools: a mixed-methods study of pupil experiences.' Physical Education and Sport Pedagogy. doi: 10.1080/17408989.2026.2708322

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Abstract

Introduction: Despite calls for reform, physical education (PE) in England remains dominated by traditional, performance-focused activities and pedagogies. Meaningful Physical Education (MPE) offers an alternative, emphasising autonomy, relevance, and enjoyment. Lifestyle sports (LS) such as parkour and CrossFit align closely with these principles, yet their integration within secondary PE—and within the English context – remains underexplored. Methodology: Adopting a pragmatic, mixed-methods pre-post intervention design, a teacher-researcher (author 1) implemented two LS units (parkour and CrossFit-Kickboxing) in English secondary schools. Pupils (n = 50; aged 11–14) completed a bespoke Meaningful Physical Education Questionnaire (MPEQ) before and after the intervention and participated in post-unit focus groups. Quantitative data were analysed using Wilcoxon signed-rank tests; qualitative data underwent hybrid inductive–deductive thematic analysis. Findings: The parkour unit generated statistically significant improvements across six of nine MPEQ features, including competence, challenge, choice, and overall meaning. The CrossFit-Kickboxing unit showed less overall change but a notable positive response among female pupils, with significant increases in choice and pedagogy-related dimensions. Qualitative data highlighted three themes: (1) Pupil experiences and MPE, (2) Novelty (3) Potential for LS. Together, these themes provided deeper insight into the quantitative findings, illustrating how MPE-informed pedagogies and LS shaped pupils’ experiences of the intervention units. Discussion: Findings support the capacity of LS, when taught through MPE pedagogies, to foster more meaningful, equitable, and motivating experiences, in comparison to traditional activities in PE. The data also extend existing MPE frameworks by demonstrating that novelty is an emergent feature linked to pupil engagement. Conclusion: MPE and LS together offer a coherent framework for reimagining PE within English secondary schools, promoting autonomy, relevance, and inclusion. Impact Statement: This study provides timely, evidence-based insights as England reviews its national PE curriculum. The evidence supports advocating for the inclusion of LS and pedagogies that help teachers prioritise meaningfulness to enhance pupil engagement, gender inclusivity, and lifelong participation.

Item Type:	Article
Keywords:	practitioner enquiry, meaningful experiences, physical activity, curriculum design, pedagogical approaches
Divisions:	School of Education
Date Deposited:	12 Aug 2026 09:53
Last Modified:	12 Aug 2026 09:53
ISSN:	1740-8989
URN:	https://researchspace.bathspa.ac.uk/id/eprint/17882

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