A comparison of activity levels of girls in single-gender and co-ed physical education

Research output: Contribution to journalArticle

17 Downloads (Pure)

Abstract

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 an wGT3x+ActiGraph accelerometer while participating in basketball games. Time spent in low (LPA), moderate (MPA), vigorous (VPA) and moderate-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.
Original languageEnglish
Number of pages21
JournalEuropean Physical Education Review
Early online date21 May 2019
DOIs
Publication statusE-pub ahead of print - 21 May 2019

Fingerprint

Physical Education and Training
physical education
gender
Exercise
Basketball
Insurance Benefits
health
time

Keywords

  • Females
  • Physical Activity
  • Accelerometer
  • MVPA
  • Enjoyment
  • Mixed-Gender Sports

Cite this

@article{58fb256ead8a4fa8bc41f5a111366f59,
title = "A comparison of activity levels of girls in single-gender and co-ed physical education",
abstract = "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 an wGT3x+ActiGraph accelerometer while participating in basketball games. Time spent in low (LPA), moderate (MPA), vigorous (VPA) and moderate-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.",
keywords = "Females, Physical Activity, Accelerometer, MVPA, Enjoyment, Mixed-Gender Sports",
author = "Laura Wallace and Duncan Buchan and Nicholas Sculthorpe",
year = "2019",
month = "5",
day = "21",
doi = "10.1177/1356336X19849456",
language = "English",
journal = "European Physical Education Review",
issn = "1356-336X",
publisher = "SAGE Publications",

}

TY - JOUR

T1 - A comparison of activity levels of girls in single-gender and co-ed physical education

AU - Wallace, Laura

AU - Buchan, Duncan

AU - Sculthorpe, Nicholas

PY - 2019/5/21

Y1 - 2019/5/21

N2 - 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 an wGT3x+ActiGraph accelerometer while participating in basketball games. Time spent in low (LPA), moderate (MPA), vigorous (VPA) and moderate-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.

AB - 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 an wGT3x+ActiGraph accelerometer while participating in basketball games. Time spent in low (LPA), moderate (MPA), vigorous (VPA) and moderate-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.

KW - Females

KW - Physical Activity

KW - Accelerometer

KW - MVPA

KW - Enjoyment

KW - Mixed-Gender Sports

U2 - 10.1177/1356336X19849456

DO - 10.1177/1356336X19849456

M3 - Article

JO - European Physical Education Review

JF - European Physical Education Review

SN - 1356-336X

ER -