ABSTRACT
Fortunately, that trend is changing and educators are increasingly interested in the student perspective. For example, students provide valuable information about their learning behaviours, including help seeking (Nye, 2008) and effort (Veal and Compagnone, 1995). They share insights into classroom management (e.g. Supaporn, 2000; Cothran, Kulinna and Garrahy, 2003) and effective use of teaching styles (Cothran, Kulinna and Ward, 2000; Cothran and Kulinna, 2006). Students also provide important feedback about fitness assessment (e.g. Hopple and Graham, 1995; Garn and Cothran, 2009), conceptions of health (Yelling and Penney, 2003; Burrows and Wright, 2004) and teacher education programmes (McCullick et al., 2008). We also know that students value fun in their classes and can identify practices that contribute to it (Garn and Cothran, 2006; Smith and Parr, 2007).
