While there has been recent interest in prioritising meaningfulness in physical education, this is not matched by vivid descriptions or empirical evidence of how to teach for meaningfulness, particularly in early childhood settings. Most of the articles identified in this review used one-dimension self-report questionnaires that ask about meaning and/or purpose, such as the Meaning in Life Questionnaire (Steger et al., 2006) or the Purpose subscale of the Psychological Wellbeing Scales (Ryff, 1989).Īttention to the meaningfulness of children's physical education experiences can promote rich, life-enhancing engagement with movement.
There is consensus in the field that to arrive at a judgment that one's life is meaningful includes some balance of perceptions that one's life makes sense, that one's life has a motivation to strive toward an overarching purpose, and one's life is inherently worth living and matters in some important way (e.g., Martela & Steger, 2016 Steger, 2009 2012) These three dimensions of meaning are typically tucked under the umbrella of meaning in life, and measured with one-dimension self-report questionnaires, although three-dimensional measures are now available (e.g., George & Park, 2017 Martela & Steger, in press). Here, I will focus on the most basic sense of meaning in life, that is, people's judgments that their personal existences are meaningful. The findings of this study elucidated the importance of examining the multidimensional construct of meaning at the facet level and highlighted the importance of applying different coping strategies to effectively make meaning out of daily negative experiences. However, when negative experiences were low on intensity, distanced reflection led to less coherence and mattering than positive reappraisal. Specifically, when negative experiences were high on emotional intensity, reflecting on the experience from a distanced (third-person) perspective enhanced coherence and existential mattering more than engaging in positive reappraisal. Results suggested that positive reappraisal was generally effective for enhancing situational meaning but not under all conditions. Overall meaning and facets of meaning (coherence, purpose, and significance/mattering) were assessed at both global and situational levels. This study aimed to examine how utilizing meaning-making strategies such as positive reappraisal and self-distancing (in isolation or in combination) can facilitate an adaptive processing of these daily negative experiences.
Current work on meaning-making has primarily focused on major negative life events such as trauma and loss, leaving common daily adversities unexplored.
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