310 Journal of Teaching in Physical Education, 2009, 28, 310-332 © 2009 Human Kinetics, Inc. How Do Children Think They Learn Skills in Physical Education? Jeroen Koekoek, 1 Annelies Knoppers, 2 and Harry Stegeman 3 1 Windesheim University of Applied Sciences; 2 University of Utrecht; 3 W.J.H. Mulier Institute Relatively little is known about the ways in which children understand and perceive how they learn tasks or skills in physical education classes. The purpose of this study was to use a constructivist framework to explore how children express their experi- ences, thoughts, and feelings about how they learn in physical education classes. A variety of methods (semistructured interviews, draw and write exercises, and focus groups) were used to examine how 29 children, aged 11–13, perceived assigned tasks. Results indicated that these children could express themselves in a limited way about their learning experiences and that each method yielded similar and different informa- tion. We discuss the implications of these fndings for research methodology and quality instruction in physical education. Keywords: physical education, perceptions, learning, research methods, grounded theory The recognition of the importance of teaching children the habits and enjoy- ment of being physically active has been accompanied by an interest in what and how they learn movement skills in physical education (Stegeman, 2004). Curri- cula may detail the objectives that need to be met but this does not mean that children actually graduate from school with an adequate skill level and under- standing of such skills. For example, although the curriculum for elementary schools in the Netherlands is quite specifc about basic objectives, the skill level of many children does not meet the stated goals (CITO, 2008). This incongruence between goals and achievement requires more attention be paid to what and how children learn in physical education classes (Stegeman, 2004). Much research about student learning in physical education has focused primarily on internal cognitive and motivational processes and related outcomes (see for example, Has- sandra, Goudas, & Chroni, 2003; Li, Lee, & Solmon, 2007; Luke & Hardy, 1999). Relatively little research focuses on perspectives and experiences of the learner Koekoek is with the School of Human Movement and Sports, Windesheim University of Applied Sciences, Zwolle, Netherlands. Knoppers is with the Utrecht School of Governance, University of Utrecht, Utrecht, Netherlands. Stegeman is with the Centre for Research on Sports in Society, W.J.H. Mulier Institute, ’s-Hertogenbosch, Netherlands.