Adolescent Studentʼs Attitudes toward Physical Activity in Coeducational and Gender Segregated Physical Education Classes

Abstract

PURPOSE: The purpose of this study was to determine high school students' attitudes towards physical activity in coeducational and gender-segregated physical education classrooms based on the student's enjoyment. METHODS: Subjects included 78 ninth and tenth grade students (boys = 40, girls = 38). A questionnaire was used to establish student's attitudes toward physical activity in both coeducational and gender segregated environments. Responses to the questions were measured through comparisons of the positive and negative question means by running a series of one-way ANOVA's (alpha level of 0.05). Focus group interviews were conducted and were audio taped and transcribed. Transcripts of all focus groups were read by each investigator. Repeated words, phrases, sentences, and concepts as well as tone, context, and nonverbal responses were summarized for each group. Supporting themes were identified based on frequency and intensity of summary content. RESULTS: Findings suggested that both male and female students seemed to enjoy physical activity in their respective co-gender physical education classes. Further, male students were found to have significantly higher positive attitudes toward physical activity than females in coeducational classes (P = .024). When comparing the overall positive means of the segregated girls and segregated boys, findings indicated that segregated boys seemed to enjoy physical activity more while participating in gender-segregated classes, but there was no significant difference between groups. The comparison of coeducational boys and segregated boys yielded a significant difference between the two groups (P = .002), both classes' maintained positive attitudes toward physical activity where coeducational boys brandished more positive attitudes. However, coeducational girls seemed to possess positive attitudes toward physical activity whereas segregated girls did not. Supporting interview themes include a desire toward socialization, varied interaction and dislike of competition. Girls indicated that they enjoy the social aspect of physical education and liked having boys in class. Many felt that girl's only classes would become boring. Girls did indicate that single gender physical education may be better for some units such as flag football because they get to participate more and focus less on competition. CONCLUSION: This research suggests that students enjoyed physical activity more while participating in coeducational settings regardless of their gender. Focus group interview results support survey conclusions.