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

    2 Downloads (Pure)

    Abstract

    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
    activity.
    Original languageEnglish
    QualificationMasters
    Awarding Institution
    • The University of Western Australia
    DOIs
    Publication statusUnpublished - 1995

    Fingerprint

    participation
    school
    student
    physical education
    experience
    secondary school
    female student
    commitment
    questionnaire
    teacher
    education

    Bibliographical note

    This thesis has been made available in the UWA Profiles and Research Repository as part of a UWA Library project to digitise and make available theses completed before 2003. If you are the author of this thesis and would like it removed from the UWA Profiles and Research Repository, please contact digitaltheses-lib@uwa.edu.au

    Cite this

    @phdthesis{1b9e189a18a64ee98bc51a6420572061,
    title = "A case study of girls' attitudes to a school P.E. program and their subsequent participation in physicial activity",
    abstract = "This study focussed on the major barriers and reasons to bephysically active in a case study of 214 female former students who attendedCyril Jackson Senior High School between 1984 and 1993. The majorpurpose of the study was to determine if there was a relationship betweenphysical education experiences in a known secondary school physicaleducation (P.E.) program and physical activity at least twice a week afterleaving school. The subjects were given a questionnaire on their ownexperiences, current level of physical activity, barriers to physical activity,motives to be physically active and influences on their physical activity sinceleaving school. Frequencies, correlations and T tests revealed that theformer students were positive about their P.E. experiences, and that studentswho 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. Thestrongest 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{\%}). Studentswith a higher P.E. grade felt there were fewer barriers to physical activityand more reasons to be active than lower grade students. Earlier students didnot find the barriers to physical activity to be as much of a problem as thelater students but were less motivated to be active. Students who feltencouraged 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 morehighly motivated to be active than the students who did not feel encouragedby their physical education experiences to be active. Implications forsecondary school P.E. programs are discussed, including the benefits offeedback to the P.E. teacher and suggestions to improve the current P.E.experiences. Future work is recommended that will strengthen the linkbetween secondary school P.E. experiences and a lifetime of physicalactivity.",
    author = "Morrison, {Penelope Joyce}",
    note = "This thesis has been made available in the UWA Profiles and Research Repository as part of a UWA Library project to digitise and make available theses completed before 2003. If you are the author of this thesis and would like it removed from the UWA Profiles and Research Repository, please contact digitaltheses-lib@uwa.edu.au",
    year = "1995",
    doi = "10.26182/5c9c29b2b1363",
    language = "English",
    school = "The University of Western Australia",

    }

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

    1995.

    Research output: ThesisMaster's Thesis

    TY - THES

    T1 - A case study of girls' attitudes to a school P.E. program and their subsequent participation in physicial activity

    AU - Morrison, Penelope Joyce

    N1 - This thesis has been made available in the UWA Profiles and Research Repository as part of a UWA Library project to digitise and make available theses completed before 2003. If you are the author of this thesis and would like it removed from the UWA Profiles and Research Repository, please contact digitaltheses-lib@uwa.edu.au

    PY - 1995

    Y1 - 1995

    N2 - This study focussed on the major barriers and reasons to bephysically active in a case study of 214 female former students who attendedCyril Jackson Senior High School between 1984 and 1993. The majorpurpose of the study was to determine if there was a relationship betweenphysical education experiences in a known secondary school physicaleducation (P.E.) program and physical activity at least twice a week afterleaving school. The subjects were given a questionnaire on their ownexperiences, current level of physical activity, barriers to physical activity,motives to be physically active and influences on their physical activity sinceleaving school. Frequencies, correlations and T tests revealed that theformer students were positive about their P.E. experiences, and that studentswho 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. Thestrongest 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%). Studentswith a higher P.E. grade felt there were fewer barriers to physical activityand more reasons to be active than lower grade students. Earlier students didnot find the barriers to physical activity to be as much of a problem as thelater students but were less motivated to be active. Students who feltencouraged 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 morehighly motivated to be active than the students who did not feel encouragedby their physical education experiences to be active. Implications forsecondary school P.E. programs are discussed, including the benefits offeedback to the P.E. teacher and suggestions to improve the current P.E.experiences. Future work is recommended that will strengthen the linkbetween secondary school P.E. experiences and a lifetime of physicalactivity.

    AB - This study focussed on the major barriers and reasons to bephysically active in a case study of 214 female former students who attendedCyril Jackson Senior High School between 1984 and 1993. The majorpurpose of the study was to determine if there was a relationship betweenphysical education experiences in a known secondary school physicaleducation (P.E.) program and physical activity at least twice a week afterleaving school. The subjects were given a questionnaire on their ownexperiences, current level of physical activity, barriers to physical activity,motives to be physically active and influences on their physical activity sinceleaving school. Frequencies, correlations and T tests revealed that theformer students were positive about their P.E. experiences, and that studentswho 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. Thestrongest 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%). Studentswith a higher P.E. grade felt there were fewer barriers to physical activityand more reasons to be active than lower grade students. Earlier students didnot find the barriers to physical activity to be as much of a problem as thelater students but were less motivated to be active. Students who feltencouraged 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 morehighly motivated to be active than the students who did not feel encouragedby their physical education experiences to be active. Implications forsecondary school P.E. programs are discussed, including the benefits offeedback to the P.E. teacher and suggestions to improve the current P.E.experiences. Future work is recommended that will strengthen the linkbetween secondary school P.E. experiences and a lifetime of physicalactivity.

    U2 - 10.26182/5c9c29b2b1363

    DO - 10.26182/5c9c29b2b1363

    M3 - Master's Thesis

    ER -