Taking part counts: adolescents' experiences of the transition from inactivity to active participation in school-based physical education

Abstract

Identifying ways to increase and sustain active living among young people represents a priority for health promotion interventions. This qualitative study explored the experiences of adolescent boys and girls in the United Kingdom (aged 14-15 years) who had made the transition from inactivity to active participation in physical education (PE). The setting was a secondary school that had modified the PE programme, with the aim of increasing participation rates. Thirty-one, self-identified, formerly 'PE adverse' students were interviewed in focus groups in the school setting. Previously, respondents felt that they had been constructed as physically marginal individuals. Having a physically 'marginal body' was perceived as being detrimental to emotional health. The new PE resulted in respondents possessing a performing and achieving physical identity. Boys gained a sense of security in their physical identity and cultural change had removed the aggression from interacting with other physically active peers. Girls spoke of increased self-confidence, including acquiring the psychological resources to participate in community-based activities. Effective health promotion interventions for inactive adolescents are likely to move beyond solely endorsing the benefits of physical activity or increasing choice and instead address the potential emotional risks and value of participation from the adolescents' perspective.

Gender Differences in Sociodemographic and Behavioral Influences of Physical Activity in Mexican-Origin Adolescents

“…46 Moreover, as suggested by findings from this study, participation in PE may foster greater involvement in PA outside of school. Participation in PE may lead to enhanced self-efficacy or motivation to be active that translates to greater engagement in overall PA. 47, 48 Unfortunately, prior research suggests that students of lower socioeconomic status (SES) are less likely to have PE required in their schools. 25 The results here strongly suggest that participation in daily PE may enhance overall PA levels in Mexican-origin adolescents and underscore the potential impact of PE programs on adolescent PA.…”

What makes young people tick? A qualitative analysis of the beliefs and perceptions of school aged children towards PE and healthy living in “the sickest area of Europe”

“…For example, higher level sports participation has been shown to be associated with other behaviours such as less antisocial behavior ,alcohol consumption, use of illicit drugs, and engagement in violent activities (19). Whilst importantly, those who are not engaged in competitive sports should be encouraged to be physically active 'outside of the rubric of competitive sports' (20). The most accessible method of targeting younger people to uptake sport and PA is through the school PE program.…”

Feasibility of an Intergenerational Tai Chi Program: A Community-Based Participatory Research Project

“…Factors that influence youth engagement in the recommended level of vigorous physical activity include perceived physical competence, prior positive physical activity experiences, body image, fun, and enjoyment (Brooks & Magnusson, 2006;Sallis, Prochaska, & Taylor, 2000); spending time with peers and experiencing positive social interaction and support from them (Sirad, Pfeiffer, & Pate, 2006;Wilson, et al, 2005); parental support and physically active siblings (Gordon-Larsen, McMurray, & Popkin, 2000;Sallis et al, 2000). Factors influencing older adults' levels of physical activity include time, energy, self-efficacy, presence of chronic health conditions and disabilities, perceived health benefits from exercise, enjoyment of physical activity, interaction during exercise and social support from family and friends as facilitators (Belza et al, 2004;Dergance et al, 2003).…”