'This choice thing really works ...' Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme
'This choice thing really works ...' Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme
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DOI：
10.1080/17408989.2013.837433
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发表时间：
2015-11-02
影响因子：
3.6
通讯作者：
Inchley, Jo
中科院分区：
文献类型：
--
作者：
Mitchell, Fiona;Gray, Shirley;Inchley, Jo
背景资料：大量研究表明，有一部分女孩在学校不参加体育课，导致体育课上有一些女孩相对不活跃。这些女孩在文献中通常被认为是“不活跃”、“难以接触”或“脱离社会”的。这种脱离的原因往往是由于心理，社会和环境的障碍相结合。目的：本研究旨在定性地探讨女孩在体育课上脱离的原因。通过纵向跟踪一个案例研究学校在苏格兰的样本脱离女孩，研究调查，如果以及如何女孩的经验和参与的影响，身体活动（PA）的干预方案，适合女孩'. Research design：一份问卷被用来确定五个脱离女孩的三个阶段的半结构化的个人访谈。这些活动是为了跟踪女孩在体育环境中的参与和经历的变化。访谈进行了选定的女孩在18个月的时间内，在15个访谈本案例研究school.Data analysis：为了了解为什么有些女孩有更多的积极的体育经验的PA干预比别人，自决理论（SDT）被用作本文的理论框架。特殊和差别待遇是一个有用的理论框架，本研究，因为它解释了任务参与的特点和需要的个人，以及环境条件下，个人的行为。该理论提出，质量的学习者的参与和动机的活动是有关的方式，其中环境满足三个主要的心理需求：感情的相关性，能力和autonomy.Conclusions：预干预的体育环境没有满足女孩的基本心理需求的自主性，能力和相关性。然而，包括咨询和选择活动在内的公共事务部干预措施使大多数选定的女孩更多地参与这一主题，并对这一主题有了更积极的看法。这些因素导致了一个更支持体育环境的整体，因此是至关重要的女孩从脱离接触到参与的过渡。
Background: There is a significant amount of research which shows a proportion of girls are not engaging with physical education (PE) in school, resulting in a number of relatively inactive girls within the PE class. These girls are often identified in the literature as low active', hard to reach' or disengaged'. Reasons for this disengagement' are often due to a combination of psychological, social and environmental barriers.Purpose: This research aimed to qualitatively explore the reasons for girls' disengagement in PE classes. By longitudinally tracking a sample of disengaged girls' from one case study school in Scotland, the study investigated if and how girls' experiences and engagement are affected by a physical activity (PA) intervention programme, Fit for Girls'.Research design: A questionnaire was used to identify five disengaged girls for three phases of semi-structured individual interviews. These were to track changes in girls' engagement and experiences in the PE environment. Interviews were carried out with the selected girls over an 18-month period, resulting in 15 interviews for this case study school.Data analysis: In order to understand why some girls have more positive PE experiences of a PA intervention than others, self-determination theory (SDT) was used as the theoretical framework for this paper. SDT is a useful theoretical framework for the present study because it explains task engagement in relation to the characteristics and needs of the individual, as well as the environmental conditions in which the individual acts. The theory proposes that the quality of a learner's engagement and motivation in an activity is related to the way in which the environment satisfies three main psychological needs: feelings of relatedness, competence and autonomy.Conclusions: Pre-intervention the PE environment did not fulfil the girl's basic psychological needs of autonomy, competence and relatedness. However, the PA intervention, which included consultation and a choice of activity, resulted in increased participation and more positive perceptions of the subject, for most of the selected girls. These factors resulted in a more supportive PE environment overall and so were critical for the girls transition from disengagement to engagement.