Middle school girls PE: pushed to compete or pushed aside

Abstract

ABSTRACT Physical education (PE) class can be the first-time students experience structured physical activities, and competitive activities may comprise the majority of activities. If a student experiences success they may want to continue participation; however, after middle school, female participation declines sharply. The framework used in this study, the Theory of Planned Behaviour, guided the examination of the perceptions and experiences of middle school female students in competition in PE. Forty-six seventh- and eighth-grade students identifying as female, from four suburban northeastern school districts, participated in focus groups and were observed during competitive activities in PE. Informal interviews with the PE teacher were conducted. Two major themes emerged: (1) students had insight into organizing teams and skill development and (2) pushed to compete or pushed aside. This study suggests students identifying as female in middle school have well-developed perceptions based upon their experiences in PE and provide a strong indication that how teachers organize class and behaviour management influence these perceptions.