ERIC Number: EJ1243347
Record Type: Journal
Publication Date: 2020-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-336X
EISSN: N/A
A Comparison of Activity Levels of Girls in Single-Gender and Mixed-Gender Physical Education
Wallace, Laura; Buchan, Duncan; Sculthorpe, Nicholas
European Physical Education Review, v26 n1 p231-240 Feb 2020
This study examined whether single-gender or mixed-gender PE lessons were more conducive to increasing the physical activity levels of girls. One hundred and twenty girls (12--15 years) wore a wGT3x+ActiGraph accelerometer while participating in basketball games. Time spent in low (LPA), moderate (MPA), vigorous (VPA), and moderate-to-vigorous physical activity (MVPA) were compared between a single-gender and mixed-gender PE lesson. Perceived effort and enjoyment of each lesson were also captured using a three-point scale following the intervention. Girls were found to spend significantly more time in MVPA (p = 0.01) and VPA (p = 0.006) in the single-gender environment. Furthermore, girls spent significantly less time in LPA (p = 0.014). Although girls believed that their effort did not alter with the addition of boys, they did show a preference for taking part in a single-gender environment. Results of this study suggest that segregating PE classes for game-based activities could lead girls to achieve greater health benefits through a higher level of activity.
Descriptors: Females, Single Sex Classes, Coeducation, Physical Education, Physical Activity Level, Team Sports, Psychological Patterns, Environmental Influences, Student Attitudes, Preferences, Secondary School Students, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A