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The effect of gender environment on Social Physique Anxiety in 7 th grade females

The effect of gender environment on Social Physique Anxiety in 7 th grade females. Steven Prewitt, M.S., James C. Hannon, PhD., Tim Brusseau, PhD, & Maria Newton, PhD. Introduction. Title IX (1972) Coed Physical education Unforeseen issues Participation Self-presentation.

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The effect of gender environment on Social Physique Anxiety in 7 th grade females

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  1. The effect of gender environment on Social Physique Anxiety in 7th grade females Steven Prewitt, M.S., James C. Hannon, PhD., Tim Brusseau, PhD, & Maria Newton, PhD

  2. Introduction • Title IX (1972) • Coed Physical education • Unforeseen issues • Participation • Self-presentation (Hannon & Williams, 2008; Kruisselbrink, Dodge, Swanburg, & McLeod, 2004; Jackson et al., 2013; Whitehead & Biddle, 2008)

  3. Self-Presentation in Coed PE • Social Physique Anxiety • Perception of others’ opinion of our body • “Feel on display” • in coed settings (Davison, Werder, Trost, Baker, & Birch, 2007Hart, Leary, & Rejeski, 1989; Jackson, et al., 2013; James, 2000)

  4. Physique Anxiety

  5. Significance • Limited literature • Few studies; mostly qualitative • None with purposed activity

  6. Purpose The purpose of this pilot study was to examine changes in SPA of adolescent females in single gender and coed physical education classes during a circuit training unit. Hypothesis - Girls within a single gender environment will demonstrate a significant decrease in SPA scores compared to their counterparts in a coed class.

  7. Participants • 42 7th grade females from a local Jr. High School • 1 class of single gender (n=20) • 1 class of coed (n=22)

  8. Instrument • Social Physique Anxiety Scale • Five point Likert-type Scale • (1= not at all, 5= extremely) • Recommended for adolescents (Smith, 2004) • Highly reliable • Test-retest (r=0.89) • Internal consistency (α = 0.87) (Martin, Rejeski, Leary, McAuley, & Bane, 1997)

  9. Protocol • Week 1 – Pretest • Weeks 2 - 4 – Intervention • 2 classes for 3 weeks (6 sessions) • 8 stations • 45 seconds/15 seconds • Repeated cycle 4 times • Week 5 – Post test

  10. Statistical Analysis • 2 x 2 (group x time) repeated measures ANOVA • Significance set at 0.05

  11. Results * F(1,41)=6.582, p=0.014 ** Λ=0.895, F(1, 39)=4.56, p=0.039

  12. SPA Results

  13. Discussion • SPA changes SG ( 9.75%) vs. Coed ( 8.3%) • Results did not support original hypothesis • Trend supports original concept • Possible explanation • Differing effects of SPA

  14. Limitations • Length of intervention • Small sample (Scott et al, 2009)

  15. Conclusion • Purpose was to examine SPA changes • Current study • SPA following single gender experience • Application • Traditional PE is coed • Gender separate activities • Fills gap in literature

  16. Questions? Thank You!

  17. References • Cheung, C.Y.W., & Ng, G.Y.F. (2003). An eight-week exercise programme improves physical fitness of sedentary female adolescents. Phyisotherapy, 89(4), 249-255. • Cockburn, C., & Clarke, G. (2002). “Everybody’s looking at you!”: Girls negotiating the “femininity deficit” they occur in physical education. Women’s Studies International Forum, 25(6), 651- 665. • Davison, K.K., Werder, J.L., Trost, S.G., Baker, B.L., & Birch, L.L. (2007). Why are early maturing girls less active? Links between pubertal development, psychological well-being, and physical activity among girls at ages 11 and 13. Social Science & Medicine, 64, 2391-2404. • Di Brezzo, R., Glave, A.P., Gray, M., & Lirgg, C.D. (2012). Comparison of a PE4LIFE curriculum to a traditional physical education curriculum. Journal of Physical Education and Sport, 12(3), 245-252. • Eaton, D. K., Kann, L., Kinchen, S., Shanklin, S., Flint, K. H., Hawkins, J., ... & Wechsler, H. (2012). Youth Risk Behavior Surveillance--United States, 2011. Morbidity and Mortality Weekly Report. Surveillance Summaries. Volume 61, Number 4. Centers for Disease Control and Prevention. • Faigenbaum, A.D., Kraemer, W.J., Blimkie, C.J., Jeffreys, I., Micheli, L.J., Nitka, M., & Rowland, T.W. (2009). Youth resistance training: Updated position statement paper from the National Strength and Conditioning Association. Journal of Strength and Conditioning Research, 23(5), S60-S79. • Faigenbaum, A.D., & Myer, G.M. (2010). Pediatric resistance training: benefits, concerns, and program design considerations. Current Sports Medicine Reports, 9(3), 161-168. • Gibbons, S.L., & Humbert, L. (2008). What are middle-school girls looking for in physical education? Canadian Journal of Education, 31(1), 167-186. • Goldfield, G.S., Henderson, K., Bucholz, A., Obeid, N., Nguyen, H., & Flament, M.F. (2011). Physical activity and psychological adjustment in adolescents. Journal of Physical Activity and Health, 8, 157-163. • Hardman, K. (2008). Physical education in schools: A global perspective. Kinesiology, 40(1), 5-28. • Hart, E.A., Leary, M.R., & Rejeski, W.J. (1989). The social physique anxiety. The Journal of Sport & Exercise Psychology, 11, 94-104. • Jackson, L., Cumming, S. P., Drenowatz, C., Standage, M., Sherar, L. B., & Malina, R. M. (2013). Biological Maturation and Physical Activity in Adolescent British Females: The Roles of Physical Self-Concept and Perceived Parental Support. Psychology of Sport and Exercise, 14, 447-454. • James, K. (2000). ”You can feel them looking at you”: the experiences of adolescent girls at swimming pools. Journal of Leisure Research, 32(2), 262-280.

  18. cont. • Kruisselbrink, L.D., Dodge, A.M., Swanburg, S.L., & MacLeod, A.L. (2004). Influence of same-sex and mixed-sex exercise settings on the social physique anxiety and exercise intentions of males and females. Journal of Sport and Exercise Psychology, 26, 616-622. • Martin, K.A., Rejeski, W.J., Leary, M.R., McAuley, E., & Bane, S. (1997). Is the social physique anxiety scale really multidimensional? Conceptual and statistical arguments for a unidimensional model. Journal of Sport & Exercise Psychology, 19, 359-367. • McKenzie, T.L., Prochaska, J.J., Sallis, J.R, & LaMaster, K.J. (2004). Coeducational and single sex physical education in middle schools: Impact on physical activity. Research Quarterly for Exercise and Sport, 75, 446-449. • National Center for Chronic Disease Prevention and Health Promotion: Obesity – Healing the Epidemic by Making Health Easier. Atlanta: National Center for Chronic Disease Prevention and Health Promotion; 2011. • Olafson, L. (2002). "I hate phys. ed.": Adolescent girls talk about physical education. Physical Educator, 59(2), 67-74. • Osborne, K., Bauer, A., & Sutliff, M. (2002). Middle school students' perceptions of coed versus non-coed physical education. Physical Educator, 59(2), 83-89. • Pate, R.R., Ward, D.S., Saunders, R.P., Felton, G., Dishman, R.K., & Dowda, M. (2005). Promotion of physical activity among high-school girls: a randomized controlled trial. American Journal of Public Health, 95, 1582-1587. • Pate, R.R., Ward, D.S., O’Neill, J.R. & Dowda, M. (2007). Enrollment in physical education is associated with overall physical activity in adolescent girls. Research Quarterly for Exercise and Sport, 78(4), 265-270. • Smith, A.L. (2004). Measurement of social physique anxiety in early adolescence. Medicine and Science in Sports and Exercise, 36(3), 475-483. • Sallis, J. F., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2012). Physical education's role in public health: steps forward and backward over 20 years and HOPE for the future. Research Quarterly for Exercise and Sport, 83(2), 125-135. • Scott, L.A., Joyner, A.B., Czech, D.R., Munkasy, B.A., & Todd, S. (2009). Effects of exercise and a brief education intervention on social physique anxiety in college students. International Journal of Fitness, 5(1), 9-17. • Treanor, L., Graber, K., Housner, L., & Wiegand, R. (1998). Middle school students’ perceptions of coeducational and same-sex physical education classes. Journal of Teaching in Physical Education, 18, 43-56. • US Department of Health and Human Services (2010). Retrieved from http://www.hhs.gov. • Whitehead, S., & Biddle, S. (2008). Adolescent girls’ perceptions of physical activity: a focus group study. European Physical Education Review, 14(2), 243-261.

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