#4: The Use of Music to Motivate Students in Physical Education Classes

The Use of Music to Motivate Students in Physical Education Classes 

A Murugapa 

Senior Teacher, Physical Education

Yishun Secondary School

Too often than not, we hear student voices echoing, “This is boring, that is boring!” with every little activity or task set for them during physical education (PE) lessons in school settings. Is there an effective way for teachers to set appropriate educational tasks for students that they can enjoy doing and bring out the Joy of Learning? Can students be effectively engaged and yet maintain a cool, chilling effect during our PE lessons? How about trying the use of music in our PE lessons?

Effects of Music on Youths

Music has a powerful influence on youth sub-culture and pop culture. It “helps adolescents release or control emotions and helps to cope with difficult situations such as peer pressure, substance abuse, pressures of study and family, the dynamics of friendships and social life, and the pain of loss or abuse” (Bryant, 2014). 

Effects of Music on Physical Activity

Multiple studies have shown exercisers and athletes benefit from listening to music before or during physical activity. Across a variety of physical activities, music can increase enjoyment, improve physical performance, reduce perceived exertion, and improve physiological efficiency (Terry et al., 2020).

“This dissociation effect has been shown to reduce perceived effort and increase endurance, essentially tricking people into performing intense exercises for longer periods. As mentioned above, music positively affects mood” (School Specialty, 2016).

Effects of Music on PE Lessons

Students in PE lessons have greatly benefited from the inclusion of popular music during their lesson time. These lessons range from students in primary, secondary and pre-university PE classes.   

Using music in primary school PE classes may be a favourable climatic shift that enhances physical activity, which becomes more evident as intensity increases during physical activities conducted during the PE lessons (Barney & Prusak, 2015). The instruction becomes more inspiring and engaging as a result of the music. When music is introduced in PE classes, students become considerably more engaged and participate more actively in the class. This practice leads to improved classroom behaviour and management (Paul, 2013).

In a study with students in a mixed-gender secondary school, increased levels of enjoyment and enhanced levels of physical activity in their PE lessons across both genders and all grades during PE lessons were attributed to the use of music (Benham, 2014). In a five-week study with secondary school students, where each week, the students participated in two sessions, one with music and the other without music, students were significantly engaged in more physical activity when music was played as opposed to when no music was played (Reynolds, 2015). Another study of secondary school students noted increased physical activity rates (Brewer et al., 2016).  

Dobrescu et al. (2012) found that the effective use of music in PE classes has several benefits within a pre-university setting. The PE teachers interviewed stated that music generates a pleasant ambience, promotes movement, stimulates the creative imagination, supports the development of motor skills and habits, helps disperse weariness, and increases the exposure of feelings and emotions. The students agreed that music puts them in a good mood, produces a pleasant working atmosphere, and keeps them engaged in their tasks without exhausting them.

Female university students were also of the notion that popular music helps them keep on task and improve their physical fitness and physical activities during their course of study and create a dynamic practice environment in PE courses. (Tuan, 2022).

According to a study on PE teachers’ understanding of using music in PE lessons, the PE teachers perceived music to be a useful tool in-class activities. Music used during class exercises, activities and physical tasks may create a good atmosphere in the classroom, as well as aid PE teachers manage and keep students on track (Barney & Pleban, 2018).

“Building positive physical activity habits in your students can improve their physical and mental health. One way to do this is by incorporating songs that keep them moving. Music for physical education classes can help encourage your students and create a fun atmosphere for activities” (Physical Education, 2019).

My Experiences with Music in my PE classes

I started exploring the use of music in my PE classes in 2021, where I introduced elements of functional fitness to my Secondary One students during the Physical Health and Fitness (PHF) module. As students moved from one exercise to another and increased their efficiency and intensity of their exercises, I played curated popular music through my portable Bluetooth speaker in the sheltered basketball court venue.

It was an instant hit, as using music during PE lessons was a very new idea to them. They immediately engaged in functional exercises, which were also new to them. Soon my students started making song requests of their choice. They also arrived early for my lessons to enjoy the music preview and stayed back longer if it was their recess period, so they could listen to their favourite songs and move to their latest TikTok videos.

Suggestions for the Use of Music in PE classes:

1. Allow students to take ownership of the playlist (pre-approved by the PE teacher).

2. Allow students to make song requests during the PE lesson (as a reward for task completion).

3. Allow students to choose appropriate songs/music for warm-up and cool-down. 

I have since introduced music in my Ultimate Frisbee, Netball, Football and Basketball lessons with my Secondary One and Secondary Two PE classes. A few other PE teachers have also ventured into this musical foray. They are keen to borrow my lesson ideas and my Bluetooth speaker for their PE lessons and have used music in their PE lessons to favourable responses from their PE students.

The use of music in PE lessons is a new theme and an exploratory venture for me in PE, and I am just skimming the surface on the world of opportunities available to me in terms of enhancing the effectiveness and engagement of PE lessons.

Mr Muru is a member of the SPEA Publication Committee. He welcomes suggestions and feedback to continuously improve his PE lessons and is open to collaborations and new ideas.  You may reach him at a_murugapa@moe.edu.sg.

References

Barney, D. & Pleban, F. (2018). An Examination of Physical Education Teachers’ Perceptions of Utilizing Contemporary Music in the Classroom Environment: A Qualitative Approach. The Physical Educator. 75(2), 195-209. DOI: https://doi.org/10.18666/TPE-2018-V75-I2-7447

Barney, D. & Prusak, K. (2015). Effects of Music on Physical Activity Rates of Elementary Physical Education Students. The Physical Educator. 72(2), 236-244. 

Beard, J. (2019, October 1). Using Music as a Teaching Tool in Health and Physical Education. SHAPE America. https://blog.shapeamerica.org/2019/10/using-music-as-a-teaching-tool-in-health-and-physical-education/

Benham, L. (2014). The Effects of Music on Physical Activity Rates of Junior High Physical Education Students (Master’s dissertation). https://scholarsarchive.byu.edu/etd/4370/

Brewer, L., Barney, D., Prusak, K. & Pennington, T. (2016). Effects of Music on Physical Activity Rates of Junior High School Physical Education Students. The Physical Educator. 73(4), 689-703. DOI: https://doi.org/10.18666/TPE-2016-V73-I4-7024

Bryant, S. (2014, June 9). The Positive Influence of Playing Music on Youth. NAMM Foundation. https://www.nammfoundation.org/ARTICLES/2014-06-09/POSITIVE-INFLUENCE-PLAYING-MUSIC-YOUTH#

Dobrescu, T., Rata, G. & Salgau, S. (2012). Music as Means of Optimizing the Physical Education Lesson in Pre-university Education. Procedia - Social and Behavioral Sciences. 46, 4114-4118. DOI: https://10.1016/j.sbspro.2012.06.209.

Graham, M. Music: A PE Teacher’s Best Friend. (n.d.). GOPHER. Retrieved June 4, 2022, from https://blog.gophersport.com/music-a-pe-teachers-best-friend/

Harms, J. & Ryan, S. (2012). Using Music to Enhance Physical Education, Journal of Physical Education, Recreation & Dance, 83(3), 11-56. DOI: https://10.1080/07303084.2012.10598736

Horvath, B. (2017). Does music affect physical activity rates of junior high school physical education students? Journal of Physical Education, Recreation & Dance. 88(4), 53. DOI: https://doi.org/10.1080/07303084.2017.1281659

Music for PE Class – What I’m Listening to. (n.d.). The PE Specialist. Retrieved June 4, 2022, from https://www.thepespecialist.com/music/

Paul, R. (2013). The role and value of music in physical education lessons, in Maltese primary schools (Bachelor’s dissertation). https://www.um.edu.mt/library/oar//handle/123456789/8985

Physical Education. (2019, January 23). Music for Physical Education Classes. Advancement Courses. https://blog.advancementcourses.com/classroom-activities/music-for-physical-education-classes/

Reynolds, T. (2015). Effects of Music on Physical Activity Rates of Middle School Physical Education Students. [Seminar Presentation]. The Graduate Faculty, University of Wisconsin-Platteville, USA. https://minds.wisconsin.edu/bitstream/handle/1793/76720/ReynoldsTaylor.pdf?sequence=5&isAllowed=y

Schoolyard. (2016, January 10). Benefits of Music and Dance in PE Class. School Specialty. https://blog.schoolspecialty.com/benefits-music-dance-pe-class/

Stephenson, R., Beddoes, Z., Otterson, S. & Rugen, J. (2022). Research-Based Practical Applications for Utilizing Music to Increase Motivation and Physical Activity in Physical Education. Strategies. 35, 17-22. https://doi.org/10.1080/08924562.2021.2000539 

Terry, P. C., Karageorghis, C. I., Curran, M. L., Martin, O. V., & Parsons-Smith, R. L. (2020). Effects of music in exercise and sport: A meta-analytic review. Psychological Bulletin, 146(2), 91–117. https://doi.org/10.1037/bul0000216

Tuan, T. M. (2022). The Effect of Popular Music on Female Students’ Fitness in Physical Education Courses. Annals of Applied Sport Science. 10(1), 1120. DOI: http://dx.doi.org/10.52547/aassjournal.1120