A case study of girls' attitudes to a school P.E. program and their subsequent participation in physicial activity

Penelope Joyce Morrison

    Research output: ThesisMaster's Thesis

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    This study focussed on the major barriers and reasons to be
    physically active in a case study of 214 female former students who attended
    Cyril Jackson Senior High School between 1984 and 1993. The major
    purpose of the study was to determine if there was a relationship between
    physical education experiences in a known secondary school physical
    education (P.E.) program and physical activity at least twice a week after
    leaving school. The subjects were given a questionnaire on their own
    experiences, current level of physical activity, barriers to physical activity,
    motives to be physically active and influences on their physical activity since
    leaving school. Frequencies, correlations and T tests revealed that the
    former students were positive about their P.E. experiences, and that students
    who received a higher grade in P.E. and more recent students (born 1976-
    78) responded more positively than lower grade students and earlier students
    (born 1970-72). The major barriers to current physical activity were work,
    study and family commitments and times that were not convenient. The
    strongest motives to be active were getting in shape/staying in shape (97%),
    to relax (97%), for fun and enjoyment (99%), to feel better physically
    (98%) and mentally (93%), and to participate with friends (88%). Students
    with a higher P.E. grade felt there were fewer barriers to physical activity
    and more reasons to be active than lower grade students. Earlier students did
    not find the barriers to physical activity to be as much of a problem as the
    later students but were less motivated to be active. Students who felt
    encouraged by their physical education experiences to be active since leaving school were more positive about their experiences in physical education,
    found study to be more of a barrier to physical activity and were more
    highly motivated to be active than the students who did not feel encouraged
    by their physical education experiences to be active. Implications for
    secondary school P.E. programs are discussed, including the benefits of
    feedback to the P.E. teacher and suggestions to improve the current P.E.
    experiences. Future work is recommended that will strengthen the link
    between secondary school P.E. experiences and a lifetime of physical
    Original languageEnglish
    Awarding Institution
    • The University of Western Australia
    Publication statusUnpublished - 1995

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