The role of the motivational climate in female engagement in secondary school physical education: a dual study investigation

Tidmarsh, G., Kinnafick, F.E. and Johnston, J.P. ORCID: 0000-0003-2954-5234, 2020. The role of the motivational climate in female engagement in secondary school physical education: a dual study investigation. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X

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Abstract

This qualitative dual study paper explores girls’ engagement in secondary school physical education (PE). Girls’ engagement in PE has been at the forefront of changes to the PE curriculum in the UK, after global statistics show only 15% of teenage girls meet the guideline of 60 minutes of daily physical activity. Focus groups with 73 students (N = 30 girls and 43 boys) were conducted across four schools in the UK. Data were thematically analysed. Results suggest girls perceive teacher and peer-created performance motivational climates within their lessons. Students specifically indicated a dislike of being watched by those of better ability (boys and girls), gender stereotypes, and enjoyment as factors influencing their motivation to engage in PE. As a result, we suggest schools engage in an intervention to enable peers and teachers to create a mastery-focused motivational climate and classes be set by ability for non-contact sport.

Item Type: Journal article
Alternative Title: Engaging girls in physical education [running head]
Publication Title: Qualitative Research in Sport, Exercise and Health
Creators: Tidmarsh, G., Kinnafick, F.E. and Johnston, J.P.
Publisher: Routledge
Date: 29 December 2020
ISSN: 2159-676X
Identifiers:
NumberType
10.1080/2159676x.2020.1862290DOI
1423957Other
Divisions: Schools > School of Science and Technology
Record created by: Jill Tomkinson
Date Added: 10 Mar 2021 16:38
Last Modified: 10 Mar 2021 16:38
URI: http://irep.ntu.ac.uk/id/eprint/42478

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