Gender and physical activity

Factors influencing participation

School organisation

The importance of a whole-school approach to increasing activity levels of students has been well documented. Changing the conditions which impede girls’ participation in sport and physical activity needs to be a whole-school concern.

Competence

One of the major reasons why many girls drop out of sport and physical activity is that they feel they do not have the necessary skills to be involved. This is true for some boys as well. Both girls and boys tend to be reluctant to participate if their perceived level of skill is low. It has also been found that girls tend to underrate their own ability and achievements. For instance, when they are successful in physical activities, they often attribute their success to luck rather than to their ability.

Resourcing

It is well documented that access to various school sports facilities, such as ovals and courts, is often unequal. Surveys have frequently shown that, when both girls and boys want to use sports facilities, the boys usually have access to the best. In view of the unequal distribution of resources between girls and boys, there may be a need to review priorities and reorganise resource allocation.

Harassment

For girls and for some boys a significant barrier to participation in physical activity and sport is harassment. Research shows that “put-downs”, use of aggressive language and abuse directed at girls’ performance are significant in interfering with their willingness to be involved in physical
activity (ACER, 1996). This harassment doesn’t always come from boys. Girls can, and do, harass and ridicule each other. They may also exclude less able girls and boys.

Self-concept

Feelings of dissatisfaction with body shape, low self-esteem and lack of confidence cause anxiety and a lack of interest and are a major deterrent to girls’ and some boys’ participation in physical activity and sport.

Role models

Current evidence suggests that the immediate social environment of children and youth, including parents, peers and teachers, has an influence on their physical activity habits. The impact of social modelling appears to be more significant for girls. The absence of active role models may negatively influence girls’ long-term decision to participate in physical activity and sport.

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