A comparison of activity levels of girls in single-gender and mixed-gender physical education. (February 2020)

• Record Type: Journal Article
• Authors: Wallace, Laura; Buchan, Duncan; Sculthorpe, Nicholas
• Is Part Of: European physical education review. Volume 26:Number 1(2020)
• Page Start: 231
• Page End: 240
• Publication Date: 2020-02
• Subjects: Females -- physical activity -- accelerometer -- MVPA -- enjoyment -- mixed-gender sports; Physical education and training -- Europe -- Periodicals; 613.7
• DOI: 10.1177/1356336X19849456
• Languages: English
• ISSNs: 1356-336X

Abstract

This study examined whether single-gender or mixed-gender PE lessons were more conducive to increasing the physical activity levels of girls. One hundred and twenty girls (12–15 years) wore a wGT3x+ActiGraph accelerometer while participating in basketball games. Time spent in low (LPA), moderate (MPA), vigorous (VPA), and moderate-to-vigorous physical activity (MVPA) were compared between a single-gender and mixed-gender PE lesson. Perceived effort and enjoyment of each lesson were also captured using a three-point scale following the intervention. Girls were found to spend significantly more time in MVPA ( p = 0.01) and VPA ( p = 0.006) in the single-gender environment. Furthermore, girls spent significantly less time in LPA ( p = 0.014). Although girls believed that their effort did not alter with the addition of boys, they did show a preference for taking part in a single-gender environment. Results of this study suggest that segregating PE classes for game-based activities could lead girls to achieve greater health benefits through a higher level of activity.