EVALUATION OF CHILDREN'S ENGAGEMENT IN SCHOOL PHYSICAL EDUCATION CLASSES: AN INTEGRATIVE REVIEW

Abstract

The assessment of student engagement in Physical Education (PE) classes is essential to promote active participation. Despite the existence of some instruments described in the literature, there is still little clarity regarding their contexts of application, the variables they assess, and their methodological limitations. This study aimed to identify existing instruments used to assess engagement in PE classes, the main variables analyzed, and the gaps in the evaluation process using these instruments. This is an integrative review conducted in the PubMed, Scielo, and Lilacs databases, using the descriptors “engagement,” “physical education,” and “school,” with no time filter. Seventy-eight articles were found, and based on inclusion and exclusion criteria, eight articles published between 2010-2023 were selected, all of which addressed engagement assessment in PE classes. The results identified six different engagement assessment instruments used in studies from various countries, though none were carried out in Brazil. Two main forms of assessment were highlighted: self-report questionnaires and evaluator observation during classes. Four instruments, identified in six studies, were questionnaires completed by students based on their own perceptions and/or interest. The other two studies used evaluator observation of the classes, where variables such as time spent in each activity, effort, and attention were the focus of analysis. The Behavioral and Emotional dimensions of engagement were addressed in three instruments, while the Cognitive dimension appeared in only one. The studies assessed the engagement of children enrolled in Elementary School (n=3) and High School (n=5). It was concluded that most instruments used to assess engagement in PE are self-report questionnaires, accessible, and evaluate variables such as time on task, effort, attention, interest, and enjoyment. The identified gaps include the absence of studies from Brazil, lack of evaluation at the Early Childhood Education level, and lack of studies involving children with health conditions or disorders.