University of Alberta In their shoes: Understanding the physical activity experiences of young adolescent girls by Marianne Irene Clark © A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree ofMaster of Arts Faculty of Physical Education and Recreation Edmonton, Alberta Fall 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-46954-5 Our file Notre reference ISBN: 978-0-494-46954-5 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada Abstract The purpose of this study was to gain a rich understanding of the physical activity (PA) experiences of young adolescent girls. Girls are less active than boys at all ages, and become less active throughout adolescence. Research literature suggests that social support, self-efficacy and the availability of opportunities are important correlates of girls' PA. However, little is know about the meaning PA holds for girls within their daily lives. Interpretive Phenomenological Analysis guided this study and semi-structured interviews were conducted with eight 6th grade girls to elicit their stories, feelings, and thoughts on PA. Five themes emerged: physical activity lets girls shine, taking care of myself inside and out, people are key, it's different for girls, and spaces and places. These themes indicate that girls' experiences are intricately embedded within their social and physical environments. Girls negotiate their PA experiences alongside awareness of gender roles, others' perceptions of their abilities, and available opportunities. Acknowledgements A number of individuals made the completion of this thesis possible. I would like to thank my supervisor, Dr. John C. Spence for providing me with invaluable guidance and insights and for encouraging me to pursue the ideas and questions that were important and meaningful to me. I will always be grateful for that autonomy, for his support, and for being exposed to his diversity and breadth that inspired me throughout the program. I would also like to thank the other members of my committee, Dr. Nicholas Holt and Dr. Nancy Melnychuk. Both have been very flexible and accommodating with their schedules and have provided important feedback and contributions along the way. I would like to extend a special thank-you for Nick for his guidance with my data collection and analysis, and particularly for his creative and informed perspectives that contributed to my study. In addition, I would like to thank the Faculty of Physical Education and Recreation at the University of Alberta. Countless faculty members and fellow students contributed to this project and helped me along the way in myriad ways. My experience would not have been as rich or as positive without them. Finally, I would like to thank Werner, Jennifer, and Shelah for all of their help facilitating this project and a very special thank you goes out to the girls who participated in this study. Their voices, thoughts and stories have much to teach us and form the essence of this project. I was honoured to be let into their lives and thank them for sharing their stories with me. Dedication This thesis is dedicated to the memory of the late Dr. David Dickman whose compassion, wisdom, and kindness continue to sustain and inspire me. Table of Contents CHAPTER ONE - INTRODUCTION 1 Purpose 3 Research Questions 3 Significance and Contribution of Study 4 Definitions 4 CHAPTER TWO - REVIEW OF THE LITERATURE 5 Introduction 5 Correlates of Child and Youth Physical Activity 6 Understanding Girls' Physical Activity 8 The Role of Biology 8 Perceived Competence and Self-Efficacy 10 Social Support 12 Perceived Barriers 12 The Role of Theory 14 Ecological Approaches 16 The Youth Physical Activity Promotion Model 17 Girls Experiences in Physical Education, Sport, and Physical Activity 19 CHAPTER THREE - METHODOLOGY 27 A Case for Qualitative Inquiry 27 Methodology - Interpretive Phenomenological Analysis 28 Researcher's Statement 29 Participants 31 Sampling and Participant Recruitment 31 Data Collection 33 Data Analysis 37 Quality of Research 39 CHAPTER FOUR-RESULTS 43 Introduction 43 Research Themes 44 Physical Activity Lets Girls Shine 44 Developing and Demonstrating Skills 44 Exploring New Places 46 Providing a creative outlet 47 Taking Care of Myself, Inside and Out 49 'Looking'Healthy 49 Feeling Good 51 Finding a Balance 52 It's Different for Girls 54 Expectations and Opportunities 54 How Boys Fit In 56 Negotiating Gender 58 People Are Key 60 Opening Doors 60 Support and Inspiration 62 Getting in the Way 64 Spaces and Places 65 Proximity and Access 65 Sites and Destinations 67 Summary of Results 69 CHAPTER FIVE - DISCUSSION 70 Introduction 70 Physical Activity Lets Girls Shine 70 Taking Care of Myself, Inside and Out 73 It's Different for Girls 77 People are Key 79 Spaces and Places 82 Theoretical Relevance 84 Implications 85 Strengths and Weaknesses 87 Future Directions 88 Summary 89 References 91 Appendix I: Parent Information Letter 108 Appendix II: Parental Informed Consent Form 111 Appendix III: Child Assent Script 113 Appendix IV: Child Interview Guide 115 CHAPTER 1. INTRODUCTION Context and Rationale for the Research Engaging in regular physical activity during childhood is believed to reduce health risks associated with inactivity and enhance health during childhood and adulthood (Janssen, 2007; Timmons, Naylor, & Pfeiffer, 2007). Therefore, increasing evidence that a large proportion of children in the developed world are insufficiently active to attain subsequent health benefits is of paramount concern (Andersen et al., 2006; Biddle, Gorely, & Stensel, 2004). More specifically, national data indicates that 91% of Canadian children and youth do not meet the recommendations presented in Canada's Physical Activity Guide for Children and Youth (i.e., 90 minutes per day of moderate to vigorous activity or the equivalent of 16, 500 steps per day; Canadian Fitness and Lifestyle Research Institute, 2005). A greater understanding of the factors that contribute to children's participation is needed in order to better inform intervention efforts. Research literature suggests that children's physical activity is influenced by intrapersonal, social, and environmental factors (Ferreira et al., 2006; Sallis, Prochaska, & Taylor, 2000; Spence & Lee, 2003). Variables consistently associated with child and adolescent activity include time spent outdoors, the home and school environments, perceived barriers, involvement in organized sport and activity, and self-efficacy (Campagna et al, 2002; De Bourdeaudhuij et al., 2005; Sallis et al., 2000; Strauss, Rodsilsky, Burack, & Colin, 2001). In addition, age and gender emerge repeatedly in the literature as important correlates; physical activity decreases with age (most dramatically at adolescence), and girls are less active than boys at all ages (Biddle, Gorely, & Stensel, 1 2004; Broderson, Steptoe, Williamson, & Wardle; 2005; Sallis et al.; Sallis, Zakarian, Hovell, & Hofstetter, 1996; Trost et al, 2002). Factors associated with girls' physical activity include the presence of opportunities and lack of perceived barriers to activity, perceived competence, self- efficacy and positive attitudes towards the benefits of physical activity, biological factors (growth and development), and the presence of a supportive milieu (Kimiciek et al., 1996; King et al., 1992; Sallis et al., 1992). Perceived barriers include lack of time, influence of peers, parents and teachers, concern about safety, and body-centred issues (Dwyer, Allison, Goldenberg, Fein, Yoshida, & Boutilier, 2006). While this empirical evidence provides an indication of some of the social and interpersonal factors related to girls' physical activity participation, a distinct