The purpose of this study was to examine attitudes and perceptions of middle school students toward competitive activities in physical education and to examine whether the students' skill level influences their attitudes toward those competitive activities. The method was developed and refined through extensive pilot testing. After completing this process, a total of 6 schools took part in the study, 5 private, and 1 public, all offering competitive activities. 24 students participated, ages 11-13, in 6th and 7th grade. A total of 10 boys and 14 girls volunteered (11 high-skilled, 11 moderate-skilled and 2 low-skilled students). Data collection included, focus groups, observations, informal interviews with teachers, and one semi-structured interview was conducted. Data were transcribed, and then analyzed and triangulated for the emergence of patterns or themes. To ensure trustworthiness and credibility of the results data were member checked, peer reviewed and checked for negative cases. Findings suggest that students' perceived fun differently according to their skill level. High-skilled students felt that activities in physical education were fun and not that competitive, moderate-skilled students thought challenging activities were fun, and low-skilled students felt cooperating with others was fun. The data further revealed not all students were attaining skills necessary to participate in activities due to a lack of time to engage in appropriate practice. Finally, it was revealed the structure of activities and environment created in competitive activities can influence student experience, including, team structure, ball hogs, and winning and losing. The results of this study add to our knowledge of how students view competitive activities in physical education class. Both competence and skill are necessary to participate in activities and enhance enjoyment, and students clearly perceived the lack of skill practice before participating in games. In addition, in competitive activities mastery of task rather than outcome might prove a productive focus, and students should engage in tasks that match their skill before entering into full fledged game-play.
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