Girls' Perceptions of Physical Education: A Research Proposal

Introduction and Background

When properly balanced with other educational and life objectives, physical education can play an important role in promoting lifelong health and activity. However, some recent research has suggested that many young women in the Canadian secondary education system do not choose to enroll in physical education beyond the point required to fulfill mandatory course expectations (Friedman, 2002; Gibbons et al., 1999; Humbert, 1995). Some preliminary evidence suggests that these young women become disillusioned with physical education in early adolescence; however, more research needs to be done in order to identify and correct the reasons for this mid-adolescence rejection of physical education. This research identifies reasons that Canadian high school girls are reluctant to enroll in physical education and defines those factors that contribute to student resistance to involvement in physical education classes. Through a mixed-methods study including quantitative and qualitative data presented in a variety of ways, the research addresses this critical concern and offers suggestions for improvement in educational curriculum and culture designed to improve participation among girls.

Statement of Purpose

The purpose of this study is to examine the physical education (PE) experiences of female students in middle adolescence (grades 8 and 9, junior high school). In order to achieve that end, the study presents an approximate systematic replication of a study completed by Gibbons and Humbert (2008) titled "What are Middle-School Girls Looking for in Physical Education?" The present study differs from that earlier one only in that the participants will be grade 8 and 9 girls from segregated physical education classes, whereas the earlier subjects were grade 6 and 7 girls from coeducational physical education classes. Additionally, the participants in this study come from one school, whereas the original study had subjects from five schools.

The study has the following research objectives:

1. Identification of physical activity preferences and patterns of early adolescent females (both curricular and extracurricular).

2. Identification of barriers toward participation in physical education.

3. Examination of early adolescent females' knowledge and perceptions of the contribution of physical activity to health.

The study's results have implications for physical education curricula, as well as for motivational and participation programming for adolescent females.

Definitions

The primary academic concept considered in the research is physical literacy. A physically literate person is defined as someone who has "the motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually appropriate level, throughout life" (Whitehead, 2007, p. 1). Defined operationally, the term signifies "the ability and motivation to capitalise on our movement potential to make a significant contribution to the quality of life" (p. 1).

Delimitations

This study is limited in scope by a relatively small sample size. The sample universe consisted of approximately ninety girl students enrolled in segregated compulsory physical education classes at a high school in North Battleford, Saskatchewan.

Limitations

The study's significance is ultimately limited to the degree that its use of written questionnaires, focus group interviews, and one-on-one audio-recorded interviews admits the possibility of bias or inaccuracy. A number of factors could have affected the research in this regard. First, there is no guarantee that participants were honest and accurate when completing the questionnaires and interviews. Second, participants may have had medical conditions that affected their physical education experience. Third, not all participants had the same physical education teacher. Finally, due to space requirements at the school, certain girls' classes were required to share the gym with a boys' class, which could have influenced the physical education experience of girls in those situations.

Assumptions

The researcher assumes that students responded honestly and to the best of their ability during data collection. The researcher also assumes that, despite receiving instruction from different teachers, all participants received the same amount of physical education class time. A third assumption is that there will not be a strong sentiment highlighting the girls' perception that their teachers attended more closely to the needs and interests of their male counterparts. In this study the classes are segregated by gender.

Conclusion of Introduction

The goal of physical education is to develop students who are physically literate. Children attain physical literacy by mastering fundamental movement and sport skills. Quality Daily Physical Education (QDPE) programs develop physically literate students in a process that begins in primary school and continues into high school. Unfortunately, evidence suggests that Canadian adolescent female students do not enroll in high school physical education at adequate rates. These low levels of physical activity among girls and young women in Canada, documented by Gibbons and Humbert among others, provide great cause for alarm.

A national physical education and health survey titled The Health Behaviour in School-Aged Children (HSBC) was conducted in Canada and showed that, in the average week, fewer than 40% of early- and mid-adolescent female youth reported being physically active for 60 minutes or more each day (Boyce, 2004). Tremblay and Willms (2000) found that obesity among children and youth aged 7–13 tripled between 1981 and 1996. These and similar statistical findings indicate that young females are not participating in physical education to an adequate degree. This must be understood and corrected, since it has been shown that young females who are not physically active are less likely to be physically active as adults (Shephard & Trudeau, 2000; Thompson, Humbert & Mirwald, 2003; Trudeau et al., 1999; Wallace, 2003). In order to ensure that the problem of reluctant participation in physical education by late-adolescent females is understood and corrected, this research will provide a variety of fieldwork analyses conducted with mid-adolescent girls, before they reach the point at which their reluctance is expressed through coursework choices.