Abstract
This study investigated underserved adolescent girls’ perceptions of the motivational climate in relationship to their perceptions of competence in urban physical education, self-reported physical activity, and future physical activity intentions. A total of two-hundred-seventy-six underserved (i.e., minority, urban, high poverty) adolescent girls completed questionnaires and a multi-step approach was used to test these relationships. First, a trichotomous model of the perceived motivational climate was tested using confirmatory factor analysis and results suggested a good fit of the data. Structural equation modeling analyses were then used to test both direct and indirect relationships between the perceived motivational climates in physical education, perceived competence in physical education, and physical activity outcomes. Findings revealed that the relationship between the perceived motivational climates and physical activity outcomes were best understood when perceived competence in physical education was accounted for as an intermediary factor.
Highlights
The social environment in physical education (PE), especially at the secondary level, has often been criticized for favoring males to the detriment of females (Larsson, Fagrell, & Redelius, 2009)
Reinforcing physical activity stereotypes, curricular choices and class structures geared toward male aggression, and lowering performance expectations based on gender are all examples of how the social environment in PE can potentially reduce girls’ feelings of physical competence and engagement in PE (Domangue & Solmon, 2010; McCaughtry, 2004)
The findings of this study provide both theoretical and practical insights about relationships between urban PE and physical activity outcomes in underserved adolescent girls
Summary
The social environment in physical education (PE), especially at the secondary level, has often been criticized for favoring males to the detriment of females (Larsson, Fagrell, & Redelius, 2009). Reinforcing physical activity stereotypes, curricular choices and class structures geared toward male aggression, and lowering performance expectations based on gender are all examples of how the social environment in PE can potentially reduce girls’ feelings of physical competence and engagement in PE (Domangue & Solmon, 2010; McCaughtry, 2004) This type of PE environment can make physical activity less appealing to girls (Kirk & Tinning, 2005). Underserved populations (i.e., ethnic minority, inner-city, low socio-economic status) are at an even greater risk for low levels of physical activity (Gomez, Johnson, Selva, & Sallis, 2004; Gordon-Larsen, McMurray, & Popkin, 2000; Martin & McCaughtry, 2008). Because the social environment in PE is often male-centered, underserved adolescent girls may be exposed to an especially high risk of physical inactivity
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