AbstractResearch in physical education has tended to ignore the ways in which students make sense of physical education and activity classes. This paper suggests reasons why the voices of students have garnered so little attention and, based on reflection papers and interviews, reveals the variety and complexity of meanings constructed by students in a university racquetball class. It demonstrates that students are expert interpreters of their own experiences and suggests ways in which classes can be structured to increase student involvement in decision-making.
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