Abstract
Emotions are central to engagement and learning in physical education (PE), yet German PE has lacked validated tools to assess discrete emotions. This study translated and validated the Discrete Emotions in Physical Education Scale (DEPES) for German secondary-school students (DEPES-G) and piloted a simplified elementary-school version (DEPES-G-E). Cross-sectional surveys were collected from secondary students ( n = 418, M age = 13.6) and elementary students ( n = 289, M age = 9.2). Across both samples, confirmatory models supported the intended factor structures, and measurement invariance by gender was established. Relations with motivation and sport self-concept were theoretically coherent across school levels: enjoyment and pride were positively related to autonomous motivation and sport self-concept, whereas boredom and shame were aligned with controlled motivation and amotivation, and inversely with autonomous motivation. Discriminant validity was largely adequate at both levels, with enjoyment and boredom displaying substantial overlap in the elementary-school sample. Using structural equation models, criterion validity was supported across school levels. In secondary school, positive emotions predicted engagement and negative emotions predicted disruption in both student and teacher reports. In elementary school, enjoyment uniquely predicted higher engagement; anger uniquely predicted greater disruption. Overall, the DEPES‑G and DEPES-G‑E appear to be psychometrically sound, age-appropriate instruments for German PE that support cumulative and cross-cultural research and advance the study of the interplay of emotion, motivation, and behavior across school levels.