Adolescent girls’ perceptions of physical activity and physical education: a case study investigation of the factors impacting on year 8 and 10 girls’ engagement and participation in physical activity and physical education
Cardiff Metropolitan University
MetadataDangos cofnod eitem llawn
There is a growing awareness of the complex, and mostly negative attitudes and views many adolescent girls express and hold regarding Physical Activity (PA) and Physical Education (PE) in particular. This case study focused solely on adolescent girls’ understandings, experiences, and motivations of PA and PE. The literature alludes to a wide range of understandings which are underpinned in this study, in an attempt to comprehend and construe girls’ insights, as well as the connections between the body, gender ideologies and social relationships and networks within a PE and PA context. The study consisted of questionnaires (n=87) and semi-structured focus group interviews (n=10) with female high school students aged 12-15 (M = 13.5; SD = 2.1). Varied sub-cultures and identity, issues within gender, hegemonic masculinity and emphasised femininity were drawn upon to enhance familiarity and make sense of the girls’ narratives. The study drew upon previous findings revealing gender as a prominent barrier, where polarised images of adolescent girls taking part in PE or PA are non-congruous amongst the traditional roots, and embedded ideologies of acceptable femininity. These contradictions appeared to force the female students into uncomfortable situations and required them to make complex decisions regarding their sense of self-identity, which signified a theme of tension in attempt to cope with the paradoxes faced. Furthermore, it was found that girl-only PE settings also raised problematic concern, where routinely in order to reinforce social status and marginalise others; lessons were ‘used’ to include and exclude. This study’s findings have replicated many ideological perspectives previously encountered by researchers. The development of PE curricula and structure to gain and uphold the interest of females is eminent and valuable, in providing a prosaic basis, rationale, and recommendations for educators to work from, embedded within the structure and organisation of the subject to tackle this conundrum.
Sport & Physical Education BSc (Hons)
Yn dangos eitemau sy’n perthyn drwy deitl, awdur, pwnc a chrynodeb.
The Impact of Primary PE Specialist Teachers and Non Specialist PE Teachers Physical Literacy Journeys on High Quality Physical Education and their Pupils’ Physical Literacy. Veall, Amy (Cardiff Metropolitan University, 2015)Physical literacy is a current topic and has become a major focus within physical education (PE). The aim of the study was to identify where PE specialist primary school teachers and non specialist PE primary school ...
Hosey, Hollie (Cardiff Metropolitan University, 2014)The aim of this study was to explore the concept of Physical Literacy within Physical Education (PE). The concept of physical literacy is formed with the attributes motivation, confidence, physical competence, knowledge ...
An investigation into year 6 (10-11 year olds) pupils’ physical literacy journey and physical activity levels at two Welsh primary schools in South Wales. Evans, Lauren (Cardiff Metropolitan University, 2015)Physical literacy has become a prime focus in physical education (Giblin et al. 2014). It aims to provide individuals with the confidence, motivation, physical competence and the knowledge and understanding to pursue ...