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Gender and School Sport - Coggle Diagram
Gender and School Sport
Importance
+ve influences at school are a considerable factor in becoming and staying active. (Allender et al., 2006).
Participation in school sport is important to establish PA as a habit from an early age which can lead to increased PA in adulthood.
Girl's resistance to sport can be attributed to initial experiences (Horne et al., 1999).
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The Situation
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Traditional PE teaching focussed on competition, team games and sport.
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Girls are seen to prefer creative movement, aesthetic appreciation, this is an unfair assumption.
Girls participation in PA is consistently lower than boys (Niven et al., 2014).
PA Participation Stats
Decline in participation in sport and PA, especially in girls who reportedly engage in less PA than sports (Whitehead and Bibble, 2008).
Globally only 15% of girls aged 11-15 meet the recommended levels of PA (WHO,2011), and only 8% of girls aged 13-15 in UK (Townsend et al, 2015).
'Gendered' School Sport
Girls are more likely to be offered dance, gymnastics, netball and hockey lessons - lack of competitive nature.
Boys are more likely to be offered, cricket, basketball, rugby, and golf.
Less likely to carry over individual sports into adult life (Wetton et al., 2013).
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Barriers
Low self-esteem, -ve perceptions of body image, more -ve concerns with gender differences in sport (Gill and Williams, 2008).
Perceived levels of competence (Mitchell et al., 2015).
Changing facilities(Mitchell et al., 2015).
Lack of appropriate role models (Allender et al., 2006).