Year 11 girls’ perceptions of and barriers to Extra-Curricular Physical Education: A Case Study into one Secondary School in the South East of

England.

BY

James Howard

A dissertation submitted in partial fulfilment of the requirements for

the degree of:

BACHELOR OF ARTS (HONOURS)

PHYSICAL EDUCATION

UNIVERSITY OF BRIGHTON SCHOOL OF SPORT AND SERVICE MANAGEMENT

May 2016

Abstract The issue of low physical activity levels (PA) amongst girls in later adolescence has been

widely documented in previous research (The World Health Organisation, 2008;

Hedstrom and Gould, 2008; Whitehead & Biddle, 2008). One provision which could

possibly target this issue is extra-curricular physical education (ECPE) in secondary

schools. However, research into ECPE provision in England and Wales suggests that it is

dominated by competitive sports and only available to higher ability students (Penney &

Harris, 1997; Smith, 2004; Penney, 2006; Green, 2008; Haycock & Smith, 2011). This

leads to the present study which aimed to identify 12, year 11 girls’ barriers to ECPE

provision in one secondary school in the South East of England. Furthermore, the study

has an overall aim of determining whether changes to ECPE provision in the school could

extinguish the girls’ barriers and increase participation amongst the girls.

To meet the aims of the study it pursued three main objectives. The initial review of the

literature aimed to outline current ECPE provision in the UK and also outline what

barriers girls in later adolescence face to participation in physical education, physical

activity and competitive sport. The fieldwork utilized both questionnaires and focus group

interviews. The questionnaires aimed to outline year 11 girls’ engagement with ECPE and

their PA levels outside of school, also identifying which type of activity the girls

participated in outside of school. The focus group interviews which followed aimed to

outline the girls’ perceptions and experiences of physical education (PE), PA and, in

particular, ECPE within school and outside of school using semi-structured focus group

interviews with open-ended questioning. The final thematic analysis of interview

transcripts aimed to identify and interpret the girls’ barriers to participation in ECPE and

determine whether these barriers could be extinguished by changing the structure and

outline of ECPE provision at the school.

The study found that, whilst the girls voiced barriers that could potentially be extinguished

by making ECPE provision at the school less dominated by competitive sports. It was

evident that the majority of the girls’ barriers related to aspects that would be difficult to

influence by making changes to ECPE provision at the school. Overall, the girls made it

clear that they were more motivated towards physical activity outside of school because

they could have avoided feelings of anxiety and self-consciousness from initial worries of

being judged by other students at the school. Therefore, changes to ECPE would have

little influence on the girls’ participation in ECPE at the school.

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Acknowledgements

I would like to thank the PE staff at the school for supporting and overseeing the research

and giving up their time to help.

I would also like to thank my tutor Richard Royce for his help and guidance throughout

the whole process of the study.

I would finally like to thank my parents for their continued encouragement, guidance and

support.

Contents

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1.0 Introduction..............................................................................................................................4

2.0 Literature Review....................................................................................................................6

2.1 Extra-Curricular PE............................................................................................................6

2.2 Adolescent Girls’ Barriers to Physical Education, Physical Activity and Competitive Sport............................................................................................................................................8

2.3 Social Influences – Parents, Peers and Teachers...............................................................8

2.4 Gender Issues.....................................................................................................................10

2.5 Appearance-Related Concerns..........................................................................................11

2.6 Ability-Related Concerns..................................................................................................12

3.0 Fieldwork Methodology.........................................................................................................14

3.1 Participants.........................................................................................................................15

3.2 Data Collection...................................................................................................................16

3.3 Data Analysis......................................................................................................................17

4.0 Results and Discussion...........................................................................................................18

4.1 Discussion of Questionnaires.............................................................................................18

4.2 Discussion of Interview Transcripts.................................................................................21

4.3 General Perceptions of ECPE...........................................................................................22

4.4 Social Influences.................................................................................................................23

4.5 Gender Issues.....................................................................................................................29

4.6 Appearance -Related Concerns.........................................................................................31

4.7 Ability-Related Concerns..................................................................................................34

5.0 Conclusion..............................................................................................................................38

5.2 Reflections..........................................................................................................................38

6.0 References...............................................................................................................................40

7.0 Appendices..............................................................................................................................46

7.1 Appendix A – Interview 1, Low Activity Levels..............................................................46

7.2 Appendix B – Interview 2, Moderate Activity Levels......................................................53

7.3 Appendix C – interview 3, High Activity Levels..............................................................58

7.4 Appendix D – Interview 4, Engaged in Extra-Curricular Physical Activity.................64

7.5 Appendix E – Example Questionnaire..............................................................................70

7.6 Appendix F - Interview Structure – No reported engagement in ECPE at the school..73

7.7 Appendix G - Interview Structure – Reported Engagement in ECPE...........................74

7.8 Appendix H – Head of Department Consent Form.........................................................75

7.9 Appendix I – Parental Consent Form...............................................................................76

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1.0 Introduction A growing number of literature has examined age-related declines in physical activity

participation amongst adolescent girls. This decline appears more evident in mainstream

secondary schools (Sportscotland, 2007). Whilst life-long participation seems to have

been a commonplace feature for most physical education departments in the last forty

years (Oliver & Kirk, 2014), it appears that little progress has been made. Green (2008)

states that the general age-related decline in PA participation continues to be more

prevalent in girls than it is in their male counterpart. Green also states that the decline

appears to widen substantially in years 10 and 11. When delving deeper into girls’ PA

levels, research concludes that many girls are discontinuing participation in both sport and

PA (The World Health Organisation, 2008; Hedstrom & Gould, 2008; Whitehead &

Biddle, 2008). Therefore, it is important to gain and more in-depth understanding of

current provisions in schools that should be aiming to achieve an increase in PA

participation amongst adolescent girls. One provision which could target girls’

participation levels is extra-curricular physical education in schools.

The present study aimed to gain a deep understating of 12, year 11 girls’ barriers to extra-

curricular physical education provision in one secondary school in the South East of

England. The study pursues three main objectives: Firstly, to investigate, review and

analyse the current literature on girls’ barriers to PE, PA and ECPE. Secondly, to plan,

pilot and conduct a case-study fieldwork inquiry in a school to ascertain year 11 girls’

experiences of their secondary school ECPE provision. Finally, to identify year 11 girls’

barriers to participation in ECPE and determine whether changes to ECPE provision at the

school could influence participation amongst the girls. The study continues the research

into girls’ barriers to physical education, sport and physical activity and sport, adding to

the ever-growing literature on adolescent girls’ barriers (Dwyer et al. 2006; Enright &

O’Sullivan, 2005; Fairclough et al, 2012; Fagrell et al. 2012; Fisette, 2012; Mitchell et al.

2015; Whitehead & Biddle, 2008: Yungbult et al. 2012).

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List of Abbreviations

PE – Physical Education

PA – Physical Activity

ECPE – Extra-curricular Physical Education

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2.0 Literature ReviewIn order to pursue the first objective of the study (to investigate, review and analyse the

current literature on girls’ barriers to PE, PA and competitive sport) initial research into

the literature was conducted, which focused on issues that girls face in each of these three

areas. Seeing as the present study aimed to identify year 11 girls’ barriers specifically, the

research was mainly focused on studies which used participants in the latter stages of

adolescence (ages 14-16). This literature was then reviewed and analysed in order to

compare to the present study and be able to interpret the identified barriers correctly so a

comparison of results could be made later in the study.

2.1 Extra-Curricular PEFirstly, in order to understand why some girls, discontinue physical activity, sport and, in

particular, ECPE in late adolescence it is important to outline what the literature says

about the development of ECPE over the past decade. Several studies have begun to

research ECPE from late 1990s until the present day, with fairly conclusive findings

(Penney & Harris, 1997; Smith, 2004; Penney, 2006; Green, 2008; Haycock & Smith,

2011). Penney & Harris’ (1997) study examined ECPE in England and Wales, focusing

specifically on issues of equality, equity and inclusion. Despite the age of the study, it

presents valid findings about ECPE that are still evident in more recent research. Their

research findings suggest that ECPE provision offered limited opportunities, limited

experiences and only targeted a minority of pupils. Penney & Harris identified what they

perceived as the three main features of ECPE at the time of the study, those being its;

team game dominance, gender dominance and focus on competition. These features

continued to be documented in more recent research (Penney, 2006, Smith, 2004;

Haycock and Smith, 2011) of a similar nature and appear to be the underpinning features

of ECPE in most school in England and Wales in the last decade. Penney and Harris’

study had a clear focus on identifying how, within the context of ECPE, the supposed

emphasis on competitive team games and ‘gendered pattern of provision in schools’ (P.

46) effected different types of students.

Similarly, Smith (2004), who studied teachers’ experiences and perceptions’ of PE in the

West Midlands of England concluded that the dominance of team sports, along with the

heavy focus on competition, seemed to ‘exclude many pupils from ECPE rather that

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facilitate their participation as such’ (Smith, 2004, P. 50). This view of ECPE continued to

be present in more recent research. A further 2 years on, a similar study, again, on

teachers’ perceptions and experiences stated that Extra-curricular programmes continued

to be ‘multi-activity’, ‘sport-based’ and ‘performance-orientated’ (Penney, 2006: P. 570).

Indeed, it must be noted that there were several new government policies put in place after

the above research was carried out. Many of the policies and statements targeted inclusion

in both PE within the curriculum and PE outside the curriculum. Firstly, a government

agreement in 2007 to deliver a successful Olympic games with a sustainable legacy and

get more children taking part in high quality sport and PE (HMSO, 2007). Later followed

by a revised NCPE in 2008 (QCA, 2007) which was introduced and followed by a

government statement in 2010 which stated that the new government was ‘committed to

delivering a sporting legacy for young people, and to bring back a culture of competitive

sport in schools’ (DCMS, 2010). These statements and policies highlight the governments

focus on competitive sport and show evidence as to why Haycock and Smith’s (2011)

study found similar results to the above research (Penney & Harris, 1997; Smith, 2004;

Penney, 2006; Green, 2008). They found that ‘ECPE has still remained heavily dominated

by competitive sports that retain a strong emphasis on performance, excellence and skills’

(P. 523).

Despite these fairly conclusive findings, it must be noted that each of the above studies

(Penney & Harris, 1997; Smith, 2004; Haycock & Smith, 2011) focuses on the

perceptions and experiences of the teachers, based on ECPE provision in the UK.

Therefore, one argument may be that these studies fail to present the perceptions and

experiences of the students themselves and, subsequently, a less clear insight into ECPE

provision in schools in the UK. Seeing as no previous research, which focuses specifically

on ECPE provision, has targeted the student’s perceptions and experiences, most of the

reviewed literature has been gathered from research into adolescent girls’ perceptions and

experiences in three areas; PE, physical activity PA and competitive sport.

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2.2 Adolescent Girls’ Barriers to Physical Education, Physical Activity

and Competitive SportBefore reviewing the literature on adolescent girls’ barriers to participation in PE, PA and

competitive sport, it is important to highlight that adolescent girls’ views of physical

activity and sport change as they gain experience, leading to a number of barriers that

have a huge impact on participation (Wallhead & Buckworth, 2004; Yungblut et al. 2012).

This is the reason that most of the literature that has been reviewed is based on research

that has been done on girls in the latter stages of adolescence (ages 14-16). Some barriers

that have been identified in the literature need very little explanation. For example,

research suggests that a lack of time for extra-curricular activities is often the reason that

many adolescent girls do not participate (Dwyer et al. 2006; Robbins et al. 2003). Another

example is weather, one environmental barrier which often cause girls to discontinue

ECPE and has been found to be detrimental to participation amongst adolescent girls

(Dwyer et al. 2006). A great body of literature, however, identifies many barriers that

need a more in-depth approach and more analysis of the research is needed in order to

identify and understand such barriers. These barriers often fall in to the categories of

social or psychological barriers, but are in fact interlinked and will therefore be

categorised based on their specifics; Social influences, gender issues, appearance-related

concerns and ability-related concerns.

2.3 Social Influences – Parents, Peers and Teachers.Social influences are often documented in research into adolescent girls’ barriers to PE,

PA and sport. In recent research, Whitehead & Biddle (2008) found that ‘more active girls

received more parental encouragement that their less active counterparts. This replicates

previous findings from a small body of literature which states that parents can

significantly influence participation in PA amongst adolescent girls (Biddle et al. 2005;

Dwyer et al. 2006; Robertson-Wilson et al. 2003).

The importance for girls to participate with their friends in physical activity has also been

well documented in past research (Biscomb et al. 2000; Flintoff & Scraton, 2001; Taylor

et al. 1999). This has been more recently replicated by Whitehead & Biddle (2008) who

conducted a focus group study in one secondary school in England. Whitehead & Biddle

carried out a total of eight focus group interviews with 47 girls, aged 14-16 years. Their

8

research was conducted in one upper school/community college in Leicestershire with the

aim of exploring adolescent girls’ perceptions of physical activity. Their findings suggest

that the participants’ friends were seen as a motivator to participation in physical activity.

Results suggest that if a friend was participating, then girls were more likely to participate.

This presented barriers to participation for many girls as it was reported that if friends did

not participate, it was seen as ‘threatening’ and, in turn, detrimental to participation.

Whitehead & Biddles’ study has several areas of strength and relevance to the present

study. Firstly, a large number of participants, from a similar age range (14-16 years) were

involved in the study. Secondly, their study researched perceptions and experiences of

physical activity in general, covering both physical activity within the curriculum and

physical activity outside of the curriculum, therefore, identifying many barriers from both

school-based sport and out of school physical activity. Finally, the participants in the

study were gathered from one secondary school in England, suggesting that their

perceptions and experiences would be very similar to those in the present study.

Other research suggests that Influence from peers has been found to cause barriers to

girls’ participation through feelings of anxiety that stem from being judged by peers (Bois

et al. 2009; Vazou et al. 2006). This has been more recently documented by Partridge &

Knapp (2015) who found that girls are influenced in many ways by their peers, especially

in competitive sport which was found to lead to ‘competitive anxiety’ amongst adolescent

girls. Partridge and Knapp conducted qualitative interviews on a total of 15 girls, ranging

in ages of 14-18 years, with the aim of discussing peer conflict in sport. Their participants

were drawn from a rural, mid-western United States and participated in a range of sports

including; volleyball, basketball, soccer, softball, track and field, cheerleading, and

swimming. The study showed that many of the girls experienced ‘competitive anxiety’ in

sport which was linked with concerns of making mistakes and being judged by their peers

on these mistakes. The girls in the study reported feelings of being pressured to perform

well which often lead to conflict with peers.

Despite the studies differences to the present study, in that it does not focus on school-

based sport and draws on participants from the USA, it does have significant similarities.

Firstly, it focuses on competitive sport which, as discussed previously, is what makes up

most ECPE provisions in the UK. Secondly, it investigates the perceptions and

experiences of girls from a very similar age range to the present study (14-16 years).

Finally, the study uses a semi-structured approach with open-ended questioning which

9

suggests that their approach to researching girls’ perceptions and experiences is very

similar.

Research has also documented the significant influence that teachers can have on both

enjoyment and participation in PE, stating that girls who received positive feedback and

encouragement from teachers reported the most PE enjoyment (Grieser et al. 2008;

Nicaise et al. 2007; Viciana et al. 2007). Similarly, in a recent quantitative study

Fairclough et al. (2012) found that teachers’ influence is highly significant and factors like

feedback and encouragement can have a big impact on girls’ enjoyment in PE lessons. PE

enjoyment was reported as being lower when negative feedback and less encouragement

was given and higher when positive feedback and encouragement was given. Indeed, it

must be noted that Fairclough et al.’s study is quantitative and, therefore, it could be

argued that it is difficult to understand the true perceptions and experiences of the girls in

the study. However, the Physical Education Predisposition Scale (PEPS), which was used

to measure girls’ enjoyment in PE, has been previously found to have acceptable construct

validity, internal consistency and test-retest reliability amongst adolescent boys and girls

(Hilland et al. 2009). Further support of the findings is given by Mitchell et al. (2015) who

found that teachers influence can be detrimental to enjoyment and participation in PE.

They reported that negative experiences with teachers often left girls feeling that they did

not have ‘social support’ and, subsequently, lead to them dis-engaging from PE.

2.4 Gender IssuesGender issues within sport and physical activity have repeatedly been identified as

barriers to adolescent girls’ participation (Allender, 2006; Bourdieu, 2001; Brooks &

Magnusson, 2006; Wallhead & Buckworth, 2002; Whitehead & Biddle, 2008). Brooks &

Magnusson (2006) found that the male dominance in physical activity and sport, within

the school system, often marginalised female participants. Similarly, Wallhead &

Buckworth (2002) noted that many of the characteristics of sport and physical activity

(e.g. strength, toughness, speed) were viewed as being male dominated, subsequently,

marginalising female success and involvement.

These findings have been more recently replicated by Fagrell et al. (2012) who found that

there was a noticeable masculine domination in many competitive sports and despite the

teachers being aware of this in the school no actions were taken as it was often viewed as

10

playing ‘the proper game’ (P. 114). This was then seen to be detrimental to girls’

enjoyment within PE and school-based sport. Indeed, it must be noted that these findings

derive from the perceptions and experiences of girls in mixed sex PE classes in Sweden so

there may be strong diversities to the findings in the present study.

Fisette (2012) replicates these findings in a study that was focused on how girls

‘identified, critiqued and navigated’ their barriers to ‘engagement and enjoyment’ in PE

(P. 189). Consistent with previous research (Brooks & Magnusson, 2006; Fagrell et al.

2012; Brown & Rich, 2002), Fisette found that the girls felt they had to conform to the

gender stereotypes within PE. These stereotypes being that ‘fitness is the feminine and

football is the masculine’ (P. 195) and that even if a choice of activity was on offer the

girls feared being perceived as masculine and boys feared being perceived as feminine.

Indeed, it must be noted that Fisette presents the perceptions and experiences of only 7

participants, therefore, one argument could be that the findings may be less significant as

the sample size is small. It must also be noted that both studies (Fagrell et al. 2012;

Fisette, 2012) conducted their research in very diverse locations to that of the present

study, which suggests that the lived experiences of the girls could also be very diverse.

2.5 Appearance-Related Concerns Research has consistently identified appearance-related concerns as a barrier to adolescent

girls’ participation in many types of PA (Cumming & Thogersen- Ntoumani, 2011;

Sabiston et al. 2007; Whitehead & Biddle, 2008; Zabinski et al. 2003). Some research

(Hausenblas et al. 2004) found that girls had concerns about being judged on looks such

being perceived as overweight and unfit in sport. These concerns are echoed by the

participants in Mitchell’s (2012) study which found that some female peers judged bodies

and looks which had a negative impact on girls’ enjoyment and engagement in PE.

In a recent qualitative study, Yungbult et al. (2012) researched female adolescents’

perceptions and experiences of physical activity. Their participants consisted of 15 early

adolescent females (12-14 years) and 20 late adolescent females (15-18 years). Their

research was conducted using open-ended, semi-structured interviews which took place in

Canada. Findings from their study suggest that many girls ‘focused on how others would

perceive them based on how they presented themselves’ (P. 10) which lead to anxiety

about being judged by others. They also found that despite many girls viewing physical

11

activity as a way of avoiding negative health and social outcomes, the benefits of

competitive sports were not emphasised or viewed as significant amongst the females in

late adolescence. Indeed, it must be noted that Yungbult et al.’s research does not focus

specifically on school-based sport like the present study and, in fact, places more

emphasis on health-related physical activity. However, their research indicates changes in

perceptions and experiences form early adolescence to late adolescence from a large

sample of participants, therefore, presenting extensive findings.

2.6 Ability-Related ConcernsA great body of research has documented adolescent girls’ barriers to participation in PE,

PA and ECPE that relate to their concerns with ability and competence (Hills, 2007;

Inchley et al. 2011; Sallis et al. 2000; Youth Sport, 1999;). It has been noted that low

perceived competence amongst girls has been found to lead to a lack of motivation

towards physical activity (Robbins et al. 2003), due to feelings of self-consciousness

(Biddle et al. 2005; Robbins et al. 2003). Recent research has replicated these findings,

stating that self-consciousness has been linked with feelings of being judged based on

ability (Dwyer et al. 2006; Mitchel et al. 2015).

Dwyer et al. (2006) examined the barriers that 73 adolescent girls in Canada experienced.

They found that feelings of anxiety occurred when girls participated in competitive sports,

as they felt they were being judged based on their ability. Some girls said that “the

pressure to win in competitive sports was too stressful”. Such stress was then linked to

girls feeling that they were being judged based on their ability. Indeed, it should be noted

that Dwyer et al. (2006) used a ‘structured approach’ to their interviewing, meaning that

the questions derive from the interests and perspectives of the researcher, suggesting that

the true perceptions of the participants may be somewhat unclear. Dwyer et al. conducted

their research in Canada in a mixed-sex comprehensive school, with participants from a

very wide range of ethnic backgrounds. This suggests that the participants had extremely

diverse perceptions and experiences to those in the present study where the girls are

predominantly White-British in single-sex ECPE activities. However, the participants in

Dwyer et al.’s study are the equivalent to being in year 11 in the UK (age 15-16) and the

interview questions are more focused around physical activity outside the curriculum,

similar to the present study.

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In more recent research Mitchell et al. (2015) also found that both low perceived

competence and self-consciousness, due to ability-related concerns, was detrimental to

participation. Mitchell at al. examined the barriers of girls from S2 (aged 12/13) to S4

(aged 15/16) in a secondary school in the South East of Scotland. They conducted a

longitudinal study, over a period of three years which had a ‘semi-structured approach’

with more open-ended questioning, unlike the structured approach from that of Dwyer et

al. (2006). This means that, according to research, a more in depth understanding of the

girls’ perceptions and experiences could be gathered (Yungbult et al. 2012). Mitchell et al.

found that many girls did not feel competent in physical activity, ‘with the girls fearing

they did not have the skill to perform’ (P. 600). They found that nearly all the girls in their

study perceived low levels of competence which was more evident in competitive sport.

Indeed, it must be noted that some girls in Mitchell et al.’s study, those considered as

being ‘good at PE’, actually thrived in competitive sport as it ‘gave them an opportunity to

display their competence’ (P 600). Mitchell et al. looked specifically at how one

intervention, ‘Fit for Girls’, changed the way 4 girls perceive their curriculum PE lessons.

Seeing as their focus was placed highly on PE within the curriculum it might be argued

that there is less relevance to the present study. However, the use of extensive interviews

and thematic analysis means that some of their finding are highly related to physical

activity in general and many barriers to PE and sport are discussed within the study. The

study is also very recent and was conducted in Scotland in a very similar school system to

that of the present study. This suggests that the participants’ experiences and perceptions

may have been very similar to those is in the present study.

Seeing as little research has focused on adolescent girls’ barriers to participation in ECPE

specifically, the present study is unique in the sense that it aims at discussing the

perceptions and experiences of year 11 girls in ECPE in one secondary school in England.

As well as identifying the barriers to ECPE specifically the study took into account the

findings from the previous literature and aims to discuss the perceptions and experiences

of girls in a similar manner. The literature review meets the first objective as it outlines,

reviews and analyses the previous studies’ findings on girls’ barriers to PE, PA and

competitive sport.

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3.0 Fieldwork MethodologyIn order to achieve the second and third objectives of the study (to investigate the

perceptions and experiences of year 11 girls in PE, PA and specifically ECPE; to identify

the barriers year 11 girls’ face to ECPE) a mixture of quantitative and qualitative research

took place at one secondary school in the South East of England. This school was chosen

due to previous contact and discussions about the organisation of the research. An

agreement was made for full anonymity and, therefore, the school cannot be named in the

study. After getting into contact with the secondary school a meeting was held with the

head of the physical education department. The meeting discussed the aim of the study,

the methods of research and the participants that were needed. This ensured that the whole

process could be overlooked and under the supervision of the teachers within the PE

department, leading to a more efficient, safe and organised research process. After getting

signed permission from the head of the department (see Appendix H) a date was discussed

for a meeting with the year 11 girls PE classes. The meeting took place with a total of 68

girls from year 11 (half a year group) who were informed of the aim of the study and the

process which ensued.

The research process was broken down into two phases; an initial research questionnaire

which was followed by four focus group interviews. For the first questionnaire phase of

the research a total of 68, year 11 girls were given a questionnaire to fill out (see appendix

E) which aimed to identify the specific girls needed for the second phase of research. The

second phase of the study was the main area of research and pursued objective 2 more

directly. This consisted of specific girls being interviewed in groups of three to discuss

their thoughts and opinions of PE, PA and ECPE. The interviews took a semi-structured

approach and were structured based on the current literature. There were several reasons

for using focus group interviews. Firstly, it has been noted that focus group interviews,

which can be small or large are simply collective conversations (Kamberelis &

Dimitriadis, 2013). This means that focus groups are useful at gaining an understanding of

a specific issue from the perspective of participants (Liamputtong 2009). Previous

research has also noted that focus groups ‘encourage a range of responses which provides

a greater understanding of the attitudes, behaviour, opinions or perceptions of participants

on the research issue’ (Hennink 2007: 6). According to Kitzinger (2005) the focus group

method of research is an ‘ideal approach for examining the stories, experiences, points of

view, beliefs, needs and concerns of individual. Other research has found that focus

14

groups enable researchers to listen to those who may have little opportunity to express

their feelings and viewpoints (Denzin & Lincoln, 2003; Liamputtong, 2007; 2010). It has

also been noted that Focus group discussions are more alike to natural social interaction

among participants. Thus, the environment of focus groups may be more comfortable and

enjoyable for the research participants (Jowett & O’Toole, 2006; Liamputtong, 2009). The

literature shows that the specific issue of ‘year 11 girls’ barriers to ECPE’ can be

discussed from the participants’ point of view allowing a greater insight as the participants

feel more comfortable in this research environment (Hennink, 2007). Therefore, giving

support in pursuing objective two of the study.

3.1 ParticipantsA final total of 12 out of the 68, year 11 girls (aged 15-16) were selected from the initial

questionnaires (see appendix E). The questionnaire aimed to identify the participants’

engagement or dis-engagement with ECPE and their activity levels outside of the school.

In order to achieve non-biased results, girls who reported engagement in ECPE and girls

who reported no engagement in ECPE were selected for interviews, this helped further

achieve the second objective of the study as it allowed for a more in depth understanding

of ECPE in the school. The questionnaire identified activity levels by asking girls to

choose from 5 options based on how many hours of physical activity they took part in

outside of school each week (0-1, 1-2, 2-3, 3-4, 5+). 9 of the 68 girls were then selected

based on three sets of criteria. Firstly, 3 girls were selected as they reported no

engagement in ECPE and selected only 0-1 hours of activity outside of school each week.

These were grouped into focus group 1 (interview 1 – see appendix A) as ‘dis-engaged

and low activity levels’. Secondly, another 3 girls were selected who also reported no

engagement in ECPE and a ‘moderate’ range of physical activity levels outside of school

(1-2, 2-3, 3-4) and were grouped as ‘dis- engaged and moderate activity levels’ (interview

2 – see appendix B). Finally, 3 more girls were selected and grouped as ‘dis-engaged and

high activity levels’ as they selected 5+ hours of activity each week (interview 3 – see

appendix C). The last 3 girls were picked after discussions with PE staff and based on

them being ‘engaged in ECPE activities’ at the school (see interview 4 – appendix D). In

order to gain consent from the girls that were selected an overview of the second part of

the study and an option to choose and sign to take part in the interviews was included in

the questionnaire. Each questionnaire that was not signed was not considered for the focus

15

group interviews. Parental consent was gained using parental consent forms (see example

consent form in appendix I) which again included an initial letter giving an overview of

the study and all the ethical considerations. Initially, the girls’ names were needed in order

to contact them and give details of the second part of the study, however, they were

notified that the focus group interviews would be completely anonymous. Ethnicity or

socio-economic class were not measured but the school recruited from a wide catchment

area, including towns and villages with a wide variance of both socio-economic statuses

and ethnicities, although, the girls selected were predominantly White-British.

3.2 Data CollectionIn order to achieve the second objective fully a total of 4 focus group interviews,

approximately 20 minutes each, were carried out based on the selection process

mentioned previously. The focus group interviews took place in the schools’ interview

room and were audio recorded for later analysis. In order to ensure the participants safety,

the door to the interview room was left open and staff who did not work in the PE

department were working nearby. The reason for the staff not being PE teachers was to

ensure that the girls would not hold any information in regards to their experiences in PE

and ECPE, therefore, helping to gain a more in depth understanding of ECPE from the

girls’ point of views. This helped towards achieving the second objective of the study

more efficiently. The Focus group interviews followed a ‘semi-structured’ approach in

that questions and subjects were devised for guidance only and a strict order of

questioning was not followed. Yungbult et al. (2012) notes that fully structured interviews

follow the opinions and interests of the researcher, which means the true opinions and

experiences of participants may be somewhat unclear. The semi-structured approach

allowed the interviews to be more tailored to the participant’s interests, meaning more in-

depth discussion could take place, therefore, allowing the researcher to gain a greater

understanding of the participants’ perceptions and experiences (Hennink, 2007). The

topics for discussion derived from previous literature and aimed to identify barriers both

similar to and based on gaps in such literature. The topics that were included in the

structure of the interviews consisted of PE, PA and ECPE in order to discuss their

potential barriers in more depth (see appendix F for full structure of interviews). These

topics encompassed; Knowledge of ECPE and feelings towards this, Activities outside of

school and reasons for participating/not participating, relationship with PE teachers,

16

overall experience with PE and PA, ability in PE and PA, peer influences and perceptions

of ability. Each interview asked the participants if they feel they had anything to add at the

end in case anything may have been missed. The overall aim of the of the focus group

interviews was to explore the main barriers that year 11 girls faced to ECPE, however, the

interviews also discussed potential barriers to PE and PA. Therefore, achieving objective

2 of the study (Investigate the perceptions and experiences of year 11 girls in PE, PA and

specifically ECPE).

3.3 Data AnalysisThe focus group interviews were recorded, transcribed verbatim (see appendix A, B, C &

D for full transcripts) and then analysed. A thematic analysis (Joffe and Yardley, 2004)

was carried out. Transcripts were read and reread so meaningful quotes could be taken

from the interviews and such quotes could then be constantly compared to other findings

in the literature and other interviews (Glaser and Strauss, 1967). This then allowed the

quotes to be more efficiently grouped and clustered together based on the identification of

the barriers. The themes consisted of; peer influences, gender issues, appearance-related

issues and ability-related issues. The findings in the transcript were colour coded to match

each theme so they could be grouped and discussed accordingly. Once all transcripts were

analysed and all meaningful quotes had been identified, the final stage of the analysis was

to compare the barriers and themes that derived from the literature. During the whole data

analysis process the data analysis remained completely flexible, meaning that the

grouping and labelling of quotes could be modified at any time. This was done so

following the recommendation of Tesch (1990). The data analysis pursued the third

objective of the study (identify year 11 girls’ barriers to ECPE) as the thematic analysis

allowed a very in depth analysis of the interview transcripts. The constant comparison to

literature and the other interviews also meant that barriers could be identified more

thoroughly and discussed in more depth.

17

4.0 Results and Discussion

4.1 Discussion of QuestionnairesAfter analysing the questionnaires, the results were put into three graphs which highlight

the three key areas; engagement with ECPE, activity levels outside of school and the types

of activities that the participants are engaging in. Indeed, it must be noted that only one

half of the girls in year 11 (68 girls) filled out a questionnaire, therefore, the results are

only based on this number and it could be argued that the sample size is somewhat

insignificant. Seeing as the research is a case study, it is also important to highlight that

the results are only based on one secondary school in the South East of England, again,

suggesting the significance of the graphs may be somewhat de-valued.

The graph above indicates that only 15% of the 68, year 11 girls (a total of 10 girls)

reported that they were engaged in non-compulsory ECPE at the school. This highlights

that ECPE at the school might be a provision that only targets a specific group of students

in school. This is consistent with the literature (Penney, 2006; Smith, 2004; Haycock &

Smith, 2011). However, this is difficult to determine at this stage and will be further

clarified later in the study.

18

15%

85%

Engagement in ECPE

Do participate in ECPE Do not participate in ECPE

The second graph looks at the physical activity levels of the girls outside of school and

shows consistency with the research (Green, 2008; Hedstrom and Gould, 2008; The

World Health Organisation, 2008; Whitehead and Biddle, 2008), highlighting that there

are low physical activity levels amongst the girls. Again, it must be noted that the graph

only presents figures from the total 68 girls in the one school that was selected for

research so it is difficult to be fully conclusive on the overall activity levels of year 11

girls.

The graph above highlights that a total of 40 girls out of 68 reported that they participate

in just 0-2 hours of physical activity outside of school, a very low percentage of activity

levels that is consistent with previous research (The World Health Organisation, 2008;

Hedstrom and Gould, 2008; Whitehead and Biddle, 2008). This highlights the significance

of engaging year 11 girls in physical activity to avoid sedentary behaviour and possible

health-related problems. This leads to the possible question; could the PE department at

the school change ECPE provision to address this issue? At this stage these results alone

make it difficult to determine whether the issue resonated from the PE department itself or

from the girls’ specific barriers to ECPE provision. This will also be further clarified later

in the study.

19

0 1 to 2 2 to 3 3 to 4 4 to 5 5 to 6 6+0

5

10

15

20

25

18

22

10 10

4

02

Activity levels outside of school

Hours of physical activty outside of school

Num

ber o

f stu

dent

s

The third graph indicates the type of activity that the girls took part in. The graph shows

the four categories of preferred activity type outside of school from the answers that the

girls gave on each questionnaire. The first category was competitive sports which

included sports that were typically on the curriculum and those that are included in ECPE

at the school (football, basketball, netball, lacrosse, tennis and rounders). The fitness style

activities included activities that were seen as being for fitness or health purposes

primarily (gym, running, weight training, zumba, yoga, etc.). Other activities included

those that did not fall in to the previous categories (dance, horse riding and swimming).

The graph above indicates that only 6% of the 68 girls participated in the competitive

sports that made up ECPE outside of school, highlighting that this is the least favoured

option amongst the girls. This suggests that a large number of the year 11 girls dis-like the

competitive sports that make up ECPE provision at the school. Again, these are mere

assumptions and it is difficult to reach a conclusion from these results alone. The girls’

likes and dis-likes cannot be gathered fully from these results as there are variables

involved. For example, the girls were not asked to write down what activity they preferred

and, instead, only the activities that they participate in at the time, which suggests that

they might not necessarily dislike the other activities. Another variable was the fact that

the categories were devised from the interpretation of the researcher, potentially meaning

that some activities might be linked to other categories when interpreted by another

person.

20

6%

41%

26%

26%

Types of physical activity outside of school

Competitive sportFitness style activitiesOther activities None

4.2 Discussion of Interview TranscriptsAfter the specific students were selected from the questionnaires and interviewed in focus

groups, a total of 4 interview transcripts were devised. Each transcript presents the results

of 4 different participant groups which were grouped based on their engagement or dis-

engagement with ECPE and their activity levels outside of school. Interview 1 (see

appendix A) consisted of 3 girls that were dis-engaged form ECPE and participated in a

total of 0-1 hours of physical activity outside of school. Interview 2 (see appendix B)

consisted of 3 girls that were dis-engaged from ECPE and participated in a range of 1-4

hours of physical activity outside of school. Interview 3 (see appendix C) consisted of 3

girls that were dis-engaged from ECPE and participated in 5 or more hours of physical

activity outside of school. Finally, Interview 4 (see appendix D) consisted of 3 girls that

were fully engaged in ECPE.

The discussion of the interview transcripts pursues objective 3 (to identify year 11 girls’

perceptions of ECPE and their potential barriers to participation in such provision) of the

study and aims to identify the participants’ perceptions of and possible barriers to ECPE

and compare this with the findings in the literature. The discussion section also aims to

highlight why these particular findings occurred and the possible implications for ECPE at

the school. The barriers that have been identified are grouped into five different sections

using a thematic analysis (refer to page 17). The groups consist of; the girls’ overall

perceptions of ECPE, parents’, peers’ and teachers’ influences, gender issues, appearance-

related concerns and ability-related concerns. Findings from all four interviews have been

grouped into these categories, which follow the structure of the literature review, and have

been discussed accordingly. The thematic analysis was used to identify the barriers and

compare them between each group of participants and also with the findings in the

literature.

Outline of ECPE at the school

The interviews were all focused around girls’ ECPE at the school which consisted of

several competitive sports that were all single-sex activities (football, basketball, lacrosse,

hockey, netball, rounders in the summer and tennis). The girls also had one hour of

compulsory after-school activities in which they had to participate in, however, these were

not always physical activities and could include after-school clubs such as chess, art and

21

media. Therefore, the girls were not asked to comment on the compulsory activities that

they participated in as the study aimed to identify barriers to participation in non-

compulsory, sport-based extra-curricular activities primarily. It must be noted that the

school offered opportunities for year 11 girls to participate in one-off fitness style

activities each term in extra-curricular PE and these sessions are discussed in the

interviews.

4.3 General Perceptions of ECPEConsistent with the literature (Penney, 2006; Smith, 2004; Haycock & Smith, 2011) the

majority of the girls in the present study felt that ECPE was focused on competitive sport

and surrounded by elitist ideologies. Many of the girls perceived ECPE as being a

provision mainly available to higher ability students. For example, in interview 3 (see

appendix C, lines 18-22) one participant stated that the ‘sporty sports’ that made up ECPE

consisted mainly of higher ability students.

Researcher: So you do like sports?

P1: well I like doing like dancing and bike riding but not like sporty

sports if you know what I mean

Researcher: Yeah, so do you think ECPE is mainly sporty sports as

you say?

P1: Yeah I think so, it’s mainly people who are better and they get in

the teams and that

In fact, these perceptions were evident throughout the majority of the interviews. For

example, in interview 2 (see appendix B, lines 59-62) one participant felt that if students

did not have high ability this meant that ECPE was less available and the other girls in

interview 2 generally agreed.

P1: Yeah and the ones that aren’t that good like don’t always get in, it

kind of works like that in every sport really.

Researcher: Ok, so do you feel it is more available to higher ability

students?

P3: Yeah I do.

22

P1: Yeah me too.

Similarly, each of the participants in interview 3 (see appendix C, lines 52-55) agreed that

ECPE consisted of predominantly higher ability students.

Researcher: So again you feel like ECPE is mainly for the higher

ability students?

P1: Yeah definitely

P3: Yeah I thinks so as well

P2: Yeah

These findings suggest that the majority of the girls in the study felt as though ECPE

provision at the school was mainly aimed at higher ability students. This could lead to

barriers to participation through other social influences, gender-issues, appearance-related

concerns and/or ability-related concerns.

4.4 Social Influences

Parents

The role of parents in initiating participation amongst adolescent girls has been well

documented in past research (Biddle et al. 2005; Dwyer et al. 2006; Robertson-Wilson et

al. 2003). Evidence suggests that active females reported more support from parents

compared to those that were thought to be less active (Biddle et al. 2005: Whitehead and

Biddle, 2008). In contrast, the present study found that some girls were encouraged to do

more revision and theory and less physical activity after school. In interview 2 (see

appendix B lines 66-69) one participant said that her mum encourages her to take more

theory and revision based activities as opposed to the activities within ECPE.

Researcher: Ok, so you feel that you don’t actually have the time to

do ECPE?

P2: No my mum makes me do revision classes and after school

lessons.

Researcher: OK, so your parents encourage you to do more theory

and revision?

23

P2: Yeah.

This is one finding that does not directly replicate any of the findings in previous

literature. One reason for this is the fact that the present study focuses specifically on year

11 girls’ barriers to participation in ECPE, meaning that all of the girls in the study are

currently in the year that they take their GCSE exams. This suggests that parents may be

more encouraging towards revision and, therefore, less encouraging towards ECPE which

coincides with the revision classes at the end of school hours.

Findings that do replicate the literature were evident amongst the girls that reported

participation in ECPE. In interview 4 (appendix D see lines 23 – 26) two participants

stated that their main reason for participating was the encouragement they get from their

parents.

Researcher: So you’ve told me what you think about each sport but

what are your main reasons for participating in these in ECPE?

P2: well my mum kind of says I need to do something and I want to

stay fit and healthy

P3: Yeah my mum wants me to do a sport and I like to get my

aggression out (laughs) and stay fit obvs (obviously).

This aligns with the literature which states that parents can influence participation in

physical activity and sport significantly (Dwyer et al. 2006; Biddle et al. 2005; Robertson-

Wilson et al. 2003; Whitehead & Biddle, 2008). These findings replicate those in

Whitehead & Biddle’s study more directly (refer to page 8 for more detail). Other findings

from the fourth interview (see appendix D lines 30-32) identified potential barriers to

participation in ECPE as one participant expressed that some parents may dis-courage

participation in certain sports as they do not want their daughter involved in ‘masculine’

activities.

P3: Well my mum loves that I do lacrosse and like encourages me to

do it but my dad doesn’t think it’s very girly (laughs) but he doesn’t

like moan about it I can just tell (laughs).

Researcher: Ok so your dad doesn’t really like you playing lacrosse?

24

P3: Well erm… I think he would rather me play a more girly sport but

he still likes it that I play any sport.

Of course this is not a direct barrier to the girl herself and she is merely stating that other

girls may come across this issue, so it is difficult to present this as a direct barrier to

participation.

Other Students

The influence that other participants in physical activity can have on adolescent girls’

participation has been widely documented in past research (Biscomb et al. 2000; Bois et

al. 2009; Flintoff & Scraton, 2001; Taylor et el. 1999; Vazou et al. 2006). More recently,

Partridge & Knapp (2015) found that girls often felt anxious about being judged in

competitive sport (refer back to pages 8 & 9 for more detail). Consistent with Partridge &

Knapp, the participants in the present study expressed feelings of being judged by other

students and many felt that exercising on their own was more beneficial and less stressful.

For example, in interview 1 (see appendix A line 10) one participant expressed feelings of

anxiety based on the feeling of being judged by other girls in netball.

P2: Yeah that’s exactly how I feel, when you’re doing netball or

something you don’t want to run as much because other girls are sort

of like waiting for you to mess up.

This feeling of being judged by other students arose again later in the interview (see

appendix A lines 26-29) when the participant was asked how she felt about the 1-2 hours a

week of gym in which she reported participation in outside of school.

Researcher: And how do you feel about this activity?

P1: I feel like this is a good way of keeping healthy and fit for my age

and it is also a good way of working on my own so you don’t have to

do things a certain way.

Researcher: When you say do things a certain way, what do you

mean?

25

P1: well like when everyone’s there I feel like I have to run a certain

way or like act a certain way to try and impress the girls that are

better at the sports.

This shows that the less active girls in interview 1 are less inclined to take part in ECPE at

the school as they felt anxious that other students would judge them. This is also

consistent with Partridge & Knapp’s (2015) findings. These feelings of being judged were

also evident in interview 2 (see appendix B lines 14-18) when the same question was

asked about their motivation to take part in activities outside of school.

Researcher: Ok then, so my next question is, what motivates you to do

these activities but not to take part in any activities in school?

P2: Because then I don’t see anyone from school when I’m doing it.

Ok so for you it is more about your peers that puts you off of school

based activities?

P2: Yeah… like then I don’t have anyone I know laughing at me (girl

laughs).

P1: yeah I like doing it on my own.

It is clear that the two participants are expressing anxiety from feeling as though other

students might judge them which could be a significant barrier to participation in ECPE as

the girls might want to avoid these feelings of anxiety and potential stress. These feelings

of being judged by other students were also evident in interview 3 with the girls who

stated that they participate in a ‘high’ amount of activity outside of school (5 or more

hours per week). One participant in interview 3 (see appendix C lines 32-34) felt that there

would be conflict with other students as some students ‘take it too seriously’.

P1: I don’t think I would, like I don’t really like the people in school,

it’s when other people want to do it and sometimes you like can’t be

bothered but then they can be horrible to you about it, like there’s

always people that have to be better than you, like they take it too

seriously

Researcher: Ok and does this make you uncomfortable sometimes?

26

P1: yeah it’s like you just want to say chill, but then you end up

arguing with them and they can just be horrible just because you

can’t be bothered one day, or like because you aren’t very good at

something

The feelings of being judged by other girls do not directly relate to competitive sport and,

therefore, makes it difficult to link these barriers directly to the competitive nature of

ECPE at the school. Instead, it seems more evident that the girls fear doing any type of

physical activity in front of other students.

In contrast, the participants that reported engagement in ECPE at the school (interview 4)

felt that motivation to participate in ECPE derived from the fact that their friends

participated. In interview 4 (see appendix D lines 51, 60) participant 2 said that she was

motivated to play netball in ECPE because her friends ‘encouraged’ her to.

P2: yeah, I kind of only play netball because my friends do like I

wouldn’t say I’m amazing but because it’s my friends it doesn’t really

matter.

P2: Well for me that’s a big reason why I take part because all my

friends play netball so I kind of wanted to as well and they like

encourage you to take part and tell you it’s really good.

This aligns with the findings in Whitehead and Biddle’s (2008) study which found that

friends are often seen as motivators to participation in physical activity (refer back to page

9 for more detail).

Teachers

A small body of research has documented the significant role that the teacher plays in

influencing participating in PE and PA amongst adolescent girls (Grieser et al. 2008;

Nicaise et al. 2007; Viciana et al. 2007). These findings have been more recently

documented by Fairclough et al. (2012) who found that factors like feedback and

encouragement from teachers can have a big impact on girls’ enjoyment in PE lessons

(refer back to page 10 for more detail). PE enjoyment was reported as being lower when

negative feedback and less encouragement was given and higher when positive feedback

and encouragement was given. These findings are not replicated in the present study and

only a small number of negative feelings towards teachers were voiced in the interviews.

27

For example, in interview 1 (see appendix A line 48) one participant expressed negative

feelings in PE because of their teacher’s efficiency in starting up the lesson rather than

speaking about the teachers’ encouragement and feedback within the lesson.

P1: yeah, one teacher I had before always took a long time starting

up the lesson and setting up equipment and with only one lesson per

week, it annoyed me because we only ended up getting half an hour

games.

These negative feelings towards PE teachers approach to teaching were also expressed in

interview 2 (see appendix B line 52).

Researcher: Yeah I think it’s annoying sometimes like when you get

told what to do and that, like you get enough of that in lessons so I

don’t really want to do that after school as well.

Similarly, one participant in interview 3 (see appendix C line 49) felt that the teachers’

approach to teaching was one reason for her not enjoying the lesson.

P1: I just feel like teachers kind of want after school to be too serious

and its sometimes not as fun, but I don’t mind them that much in PE

because it’s not so much about how good you are and you don’t feel

as much pressure.

These findings have some similarities to Fairclough et al.’s (2012) study which suggested

that teachers’ can have a huge impact on enjoyment in physical education (refer back to

page 10 for more detail). Indeed, it must be noted that the teachers’ impact seems to have

less significance in the present study than it does in Fairclough et al.’s study. This might

be due to the fact that Fairclough et al.’s study focuses on enjoyment within PE, which is

a compulsory lesson in which teachers play a large role. Therefore, compared to the

present study which focuses on non-compulsory ECPE, meaning that reasons for not

enjoying or engaging are less focused around the teacher.

Overall, the findings present no clear link to year 11 girls’ low participation levels in

ECPE and ECPE provision consisting of predominantly competitive sports. Instead, the

findings show that many of the girls’ reported social barriers relate more to physical

activity in general and, therefore, would not be heavily influenced by changes to ECPE

provision.

28

4.5 Gender IssuesResearch has continuously documented gender issues that create barriers to adolescent

girls’ participation in PE, PA and competitive sport (Brooks & Magnusson, 2006; Fagrell

et al. 2012; Brown & Rich, 2002; Fisette, 2012). Recent research has documented the

gender stereotypes that surround sport and PE (Fagrell et al. 2012; Fisette, 2012) and their

influence on adolescent girls that may feel as though they need to conform to these

stereotypes (refer back to pages 10 & 11 for more detail). Similarly, in the present study

several gender issues arose in each of the interviews and many of the participants

discussed potential barriers that stem from initial gender-related problems. The girls who

had reported low activity levels in Interview 1 (appendix A lines 16 -21) showed that they

placed very strong gender stereotypes on sport and physical activity.

Researcher: and how do you feel towards the options?

P3: Well some of the activities given to us do not appeal to me

because the majority are taken place outside in cold weather and

involve more rough and competitive rules. I would prefer more girly

things to take part in.

Researcher: Ok so do you feel like ECPE as a whole is not very girly

then?

P1: No I think sporty sports are more for boys and like fitness is for

girls

These gender stereotypes that were expressed in the first interview are also evident

throughout other interviews. For example, in Interview 2 (see appendix B, line 35) when

participant one was asked what they thought the school could do to make ECPE more

appealing, they said that there should be more options that are ‘more suited to girls’.

P1: Yeah maybe, they could encourage it more and make them more

suited to girls, like not just sports and that.

This is consistent with Whitehead and Biddle (2008) who found that less active girls

placed stereotypical views on sport and physical activity, often viewing them as masculine

and considering it impossible to be both sporty and feminine. However, one finding that is

not consistent with Whitehead and Biddles’ study is the fact that even the participants

29

within interview 3 (see appendix C, lines 3-5), who are in fact more active girls, stated

that sport is ‘more of a boys thing’ when they were asked what they thought of ECPE.

P2: Yeah its mainly the sports teams like practising and that, there

isn’t that much choice because not that many girls do it now.

Researcher: so how do you feel about this?

P2: well like… (sighs) I think that’s why us 3 don’t really do it

(laughs). Like I didn’t used to mind sports but I think they’re just too

serious now and you have to try so hard in sports, I think it’s more of

a boy thing isn’t it?

This is somewhat contradictory to Whitehead and Biddle’s findings as it is in fact the

‘more active girls’ that are placing gender stereotypes on sport. More contradictive

findings are evident in interview 4 (see appendix d lines 12-13) when the participants

were asked to describe the sports they play in.

P2: yeah I don’t like lacrosse or hockey though they’re too beasty

(laughs)

P3: Yeah I do lacrosse, it’s really fun but yeah you can be quite

beasty but that’s good because you can get your anger out

One of the girls even places gender stereotypes on specific positions within certain sports

(see appendix D line 48).

P1: Yeah, like the hockey goalies are like really not feminine (laughs)

These findings could be somewhat diverse to those in Whitehead and Biddle’s study as

they had a total of 47 participants, of whom, 13 were studying GCSE physical education.

This suggests that the 13 girls had a wider interest in physical activity and therefore might

be less biased towards sport and physical activity. However, this is difficult to determine

as the present did not record whether the girls were studying GCSE physical education or

any other sport related lessons, which may be one criticism of the study.

The findings from all four interviews suggest that the gender stereotypes within sport and

physical activity, which almost all of the girls voiced, may be very difficult for many girls

to overcome. These gender stereotypes seemed more evident when discussing the

competitive sports that made up ECPE (see pages 21 & 22 for list of sports and outline of

30

ECPE). This suggests that if the school was to re-structure their ECPE provision with less

competitive sports and more fitness based activities then some of these barriers relating to

gender stereotypes might be extinguished and year 11 girls’ participation may increase.

However, it is difficult to make this assumption as many of the gender-related issues

would still be present if ECPE offered ‘fitness style activities’ as the girls’ perceptions of

the activities would remain the same.

4.6 Appearance -Related Concerns Research has consistently identified appearance-related concerns as a barrier to adolescent

girls’ participation in many types of PA (Cumming & Thogersen- Ntoumani, 2011;

Hausenblas, 2004; Sabiston et al. 2007; Whitehead & Biddle, 2008; Zabinski et al. 2003).

More recently, Mitchell’s (2012) study found that some female peers judged bodies and

looks which had a negative impact on girls’ enjoyment and engagement in PE.

Similarly, several concerns amongst the participants in the present study revolved around

the girls’ appearance-related concerns in sport and physical activity. Many of the girls

who did not participate in ECPE voiced their feelings of self-consciousness about the way

they presented themselves when participating in physical activity and sport. For example,

in interview 1 (see appendix A, lines 8-9) one participant said that she disliked the way

she runs which made her feel less motivated to put effort in when participating in sport as

she felt she might be judged by others.

Researcher: And do you enjoy these fitness classes?

P1: Yeah they are good because you actually have a proper like

workout… like in the normal sports you kind of don’t run as much

because you feel like some people are watching you and like seeing if

you’re good (laughs) and I hate the way I run (Laughs)

The participant made it clear that she felt more comfortable and, therefore, put more effort

into the fitness classes that she reported participation in outside of school. Similarly, in

interview 1 (see appendix A, line 33) one participant also felt self-conscious about how

she presented herself in physical activity and sport in front other students from the school.

She also indicates that she feels less self-conscious at the gym, compared to participating

in PA at the school.

31

P2: I would feel more conscious of people I know seeing me and how

I look, but at the gym there are people who I don’t know and who are

focused on their own exercises rather than mine.

These findings are consistent with Yungbult et al. 2012 as they show that the girls

perceive the benefits of sport to be less significant than the benefits of fitness style

activities.

The girls in interview 2 (see appendix B, lines 54-56) also voiced their concerns of having

their appearance judged by others in sport.

P3: Well I feel like a lot of girls judge you if you don’t do things a

certain way

Researcher: When you say ‘do things a certain way’ do you mean in

terms of your skill and ability?

P3: Yeah and the way that you kind of look when you do things, like

its sometimes just uncomfortable when you’re trying really hard

because you feel like you look stupid

Some girls even voiced their concerns of the way they look during and after participating

in sport and physical activity. In interview 1 (see appendix A, line 67), one participant

stated that she disliked the way that she looked after sport which made her feel as though

the sports that makeup ECPE provision are not ‘girly.

P3: Yeah they’re not very girly at all to be honest, you always look a

mess after (laughs)

These concerns of negative appearance from participating in sport were also voiced in

interview 2 (see appendix B, lines 43-45).

P3: Yeah, like I just feel uncomfortable at school, like I don’t even like

doing PE because you get really sweaty and just feel horrible.

Researcher: So would you say that you feel uncomfortable because of

your appearance when participating?

P1: Yeah it’s horrible because everyone sees you with your make up

like ruined and that and you just look rank.

32

The self-presentational concerns that the girls expressed are similar to the findings in

Mitchell’s (2012) study in the way that the girls focused on how others would perceive

them based on their appearance when participating in physical activity.

One motivator to participation in ECPE was voiced in interview 4 (see appendix D, lines

20-21) by two girls who participated in netball in ECPE at the school. They felt that

wearing the netball outfits was a positive and, subsequently, increased motivation to

participate.

P1: But you get nice outfits with netball (laughs)

P3: yeah! That’s the main reason I do it (laughs)

However, one participant who took part in lacrosse in ECPE voiced a potential barrier in

interview 4 (see appendix D, line 46) regarding the outfits in sport, stating that that the

outfits in lacrosse did not make her look like herself compared the outfits in netball or

rounders.

P2: Well sports like rounders and netball are quite feminine because

you wear skirts and you look like yourself, like you don’t have to wear

protective clothes and they’re not like really physical.

Overall, many of the appearance-related barriers that the girls voiced were more prevalent

in competitive sports. It was evident that the girls’ barriers to participation in ECPE, that

relate to appearance, were less prevalent in the fitness style activities that the girls

reported participation in outside of school. This suggests that an alternative ECPE

provision that is less dominated by competitive sports may extinguish many of these

barriers and, subsequently, be more appealing to the girls in the study. However, it is

difficult to make this assumption as the girls also voiced potential barriers that relate to

fears of participating in any kind of physical activity in front of other students at the

school.

33

4.7 Ability-Related ConcernsPrevious research has documented adolescent girls’ ability-related concerns in PE, PA and

competitive sport (Biddle et al. 2005; Dwyer et al. 2006; Hills, 2007; Inchley et al. 2011;

Sallis et al. 2000; Youth Sport, 1999). More recently, Mitchell et al. (2015) found that

many girls did not feel competent in physical activity (refer back to page 13 for more

detail). This was replicated in the present study in interview 1 (see Appendix A, lines 56-

59) as all three of the participants indicated low perceived competence, despite two of the

participants stating that their fitness was fairly high.

Researcher: OK and how would you describe your own sporting

ability?

P1: well I think my fitness has always been good because I am a fairly

athletic person and know the like benefits to taking part in PE. But it

isn’t something I take that seriously all the time and I usually take it

as an opportunity to mess around with friends but when I am enjoying

the activity I am ok I suppose.

P2: yeah I think because I go to the gym I think I am fairly healthy

enough and I don’t tend to get out of breath and sweaty quickly but

like in actual sports like football or rugby I’m pretty rubbish.

P3: I’m just rubbish I think (laughs).

As expected, the girls who reported that they engaged in ECPE at the school had a slightly

more positive perception of their ability. However participant 3 in interview 4 (see

appendix D, lines 41-44) only describes her own ability as being ‘quite good’ which

suggests that even the girls engaged in ECPE had some uncertainty in their ability.

Researcher: How would your own sporting ability?

P2: I wouldn’t say I’m amazing but I’m definitely not rubbish.

P1: I don’t want to be big headed but I’m actually really good

(laughs).

P3: yeah you are really good, I’m quite good I would say.

Generally, it appeared that low perceived competence was not as much of an issue in the

present study compared to that of Mitchell et al. (2015). Instead, feelings of anxiety and

34

self-consciousness from being judged on ability were more regularly voiced throughout

the interviews which is more consistent with Dwyer et al. (2006). The diverse findings to

Mitchell et al.’s most likely resonate from their study focusing on PE within the

curriculum and the present study focusing primarily on PA and school sport outside the

curriculum. Therefore, there is more similarities to that of Dwyer et al.’s study (2006)

which focuses on physical activity both inside and outside the curriculum. Dwyer et al.

found that feelings of anxiety occurred when girls participated in competitive sports, as

they felt they were being judged based on their ability (refer back to pages 12 & 13 for

more detail). These feelings of being judged on ability were evident in the majority of the

interviews and one participant (see appendix C, line 50-51) stated that it was the higher

ability students that made her feel as though she was being judged on her ability.

Researcher: Ok, so do you feel that you’re being judged on your

ability

P1: Yeah because I did try netball once but they was practising for

their game and like doing all these things and I just couldn’t do it but

it’s not like you have many other people there that aren’t that good

either (laughs) so it’s just embarrassing sometimes.

Similarly, in interview 1 (see appendix A, lines 60-62) two participants felt as though their

ability and, more specifically, their skills within sport were being judged and this made

them anxious and ‘on edge’ when participating in sports.

Researcher: ok so physically you don’t feel like you struggle but

would you say it’s the skills of the sports that you feel you are less

good with?

P1: yeah, like I don’t feel unfit but I feel like I always get moaned at

for like dropping the ball and it’s like… I’m trying! But then it makes

you drop the ball more because you feel like everyone is expecting

you to so I don’t know if it’s me or them (laughs)

P2: yeah it is really annoying and it’s kind of like you’re always on

edge if there’s people that are really good in your group. And I think

because we wasn’t like unfit or that bad we was put in the top sets and

it adds pressure.

35

Again, in interview 3 (see appendix C, lines 37-39) one participant reported feelings of

being judged on her ability by the ‘better’ (higher ability) students in ECPE. She also felt

that the higher ability students would team up and give negative feedback.

P3: yeah I think like definitely in after school PE sport things because

they kind of judge you more because it’s like mostly the better ones

that do it, like girls that are better at sports.

Researcher: Ok so you think its girls with higher ability that usually

want to do ECPE?

P3: yeah and they’re the ones that say stuff and that about your

ability and they seem to get annoyed if like someone can’t be bothered

or isn’t good enough they will sometimes kind of gang up a bit and

say stuff and it makes you feel well uncomfortable like everyone’s

watching you, so I’d rather do my own thing.

Surprisingly, feelings of being judged in ECPE was also evident amongst the girls that

were engaged with ECPE activities. In interview 4 (see appendix D, line 54) one

participant reported that she felt uncomfortable when other girls moaned at her for making

a mistake.

P2: well it kind of depends what mood everyone is in, like if everyone

is kind of happy and everyone wants to do well then yeah they can be

quite motivating but yeah sometimes they can kind of make you feel a

bit uncomfortable if they moan at you when you do something wrong

and it kind of un-motivates you but it depends how you feel as well.

The participants in interview 4 (see appendix D, line 69) presented further barriers to

participation for other girls as they showed that they judged ability themselves.

P1: I think as well like if you’re not very good at the sport it’s kind of

like why would you play it? Because I don’t want be horrible but it is

really annoying when you’re practising and someone’s really bad like

you get enough of that in PE but the after school clubs are like a

chance to actually play properly.

36

In fact, all of the participants indicated that they might judge other students and compare

them to the ‘standard’ of sport in ECPE when they referred to the standard of ECPE once

they were asked what they thought of the provision in general (see appendix D, lines, 1-4).

Researcher: Firstly, what can you tell me about ECPE at your

school?

P1: It’s not very good, like the standard is quite bad.

P2: Oh I really like it. I think in some sports the standard is very high.

P3: Yeah I really enjoy it there’s quite a lot of sports to choose from

and the standard is ok in each one.

Overall, the majority of the ability-related concerns that the girls voiced appeared to

resonate from initial anxiety from feelings of being judged by peers. The girls related

these feelings of anxiety more heavily to the competitive sports in ECPE and stated that it

was the higher ability students that often made judgements. It was also clear that the girls

who reported engagement in ECPE made it evident that they were willing to judge other

girls on their ability and showed that they compared ability to the standard that they had

set in ECPE activities. This suggests that some of the girls may be put off of the

competitive sport in ECPE as they want to avoid the feelings of anxiety and self-

consciousness from being judged. As expected, many of the ability-related concerns that

the girls voiced appear to be more prevalent in the competitive sports in ECPE. This

suggests that offering less competitive sports in ECPE provision might reduce these

barriers and increase participation amongst the girls.

37

5.0 Conclusion In conclusion, the findings suggest that the most influential barriers to participation in

ECPE at the school were more heavily related to not wanting to be physically active in

front of peers at the school. Despite few potential barriers relating to ability in the

competitive sports it appeared that many of these barriers were less influential and

actually linked more closely to the girls not wanting to be judged by peers at the school.

The girls who did not participate in ECPE at the school seemed more motivated towards

physical activity outside of the school, away from other students. This suggests that even

if changes were made to ECPE provision at the school and more fitness style activities

were included then many of the girls would still prefer physical activity outside of school

and, therefore, might remain dis-engaged from ECPE. Several barriers that were

consistent with previous literature (Dwyer et al. 2006; Enright and O’Sullivan, 2005;

Fairclough et al, 2012; Fagrell et al. 2012; Fisette, 2012; Mitchell et al. 2015; Sallis et al.

2000; Whitehead & Biddle, 2008: Yungbult et al. 2012) arose. This suggests that if more

research was conducted in this way on ECPE specifically then girls’ barriers to ECPE

could be identified in greater depth and a clearer understanding of issues that adolescent

girls face in ECPE could be gathered. This might help to further determine whether

changes to ECPE provision could increase year 11 girls’ participation in ECPE and,

subsequently, their overall physical activity participation.

5.2 ReflectionsIn reflection, the studies overall goal to meet the three main objectives was successful as a

great number of the girls’ barriers to ECPE were identified and discussed. However, there

were several aspects that could have been modified to strengthen the findings and the

discussion of the findings. Firstly, when reflecting on the participants that were selected

for the focus group interviews, it might have been more beneficial to include more

participants overall, especially those that were engaged in ECPE at the school. This would

have allowed for greater understanding of year 11 girls’ perceptions and experiences of

ECPE provision and the overall provision itself. Another criticism of the study resonates

with the structure of the interviews. The interview structure focused mainly on issues that

were identified in previous research, in which little focused on ECPE specifically. Whilst

it may have been difficult to anticipate the girls’ barriers and structure the interviews from

very little research it might have been more beneficial to have done more initial research

into ECPE provision at the school. Whilst the focus group interviews were successful in

38

identifying the girls’ barriers to participation in ECPE. There were difficulties in

determining whether changes in ECPE would have a significant impact on participation.

This may have been clearer if more questions, which asked the girls directly if they would

participate in a modified ECPE provision, were used. That said, the overall research was

successful in identifying key barriers that the girls faced to participation in ECPE.

39

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7.0 Appendices

7.1 Appendix A – Interview 1, Low Activity Levels

1 Researcher: Ok so firstly what can you tell me about ECPE in your school?

2 P1: Well ECPE in our school is always offered to students and there’s like quite a

wide range of different activities to choose form.

3 P2: Yeah were given a large list of sporting activities to do at the beginning of

each school year and the activities we choose become compulsory for the whole

year.

4 Researcher: So are all the compulsory activities sports as such?

5 P2: Well, yeah like all team sports really.

6 Researcher: Ok, so apart from the compulsory activities what kind of activities are

on offer?

7 P1: There are different types of things for us to choose from like; football, netball,

basketball, general fitness instructors that come and visit occasionally to like help

teach us skills on how to keep fit and that.

8 Researcher: And do you enjoy these fitness classes?

9 P1: Yeah they are good because you actually have a proper like workout… like in

the normal sports you kind of don’t run as much because you feel like some people

are watching you and like seeing if you’re good (laughs) and I hate the way I run

(laughs)

10 P2: Yeah that’s exactly how I feel, when you’re doing netball or something you

don’t want to run as much because other girls are sort of like waiting for you to

mess up, well I think anyway but like when we done Zumba everyone is watching

the instructor and it’s not like something you need to be good at because you can

just get on with it, then after you realise how much exercise you done.

11 P1: yeah after you’re actually shattered (laughs).

12 P3: I hate it all to be honest (laughs).

46

13 Researcher: How do you feel towards the options that are offered to you in your

non-compulsory ECPE? Why do they not appeal to you?

14 P1: I feel like some of the options we are given at school are mostly based on the

sort of competitive side of like sporting activities and there are not many types of

activities that girls tend to enjoy like yoga or Zumba.

15 P2: yeah, although there is not a lot of like less competitive activities, there is still

loads of things to choose from and it’s nice to be able to choose. But, I would

probably like it if there were regular gym glasses and fitness routines for girls but

it is s a bit embarrassing in front of everyone at school.

16 Researcher: and how do you feel towards the options?

17 P3: Well some of the activities given to us do not appeal to me because the

majority are taken place outside in cold weather and involve more rough and

competitive rules. I would prefer more girly things to take part in.

18 Researcher: Ok so do you feel like ECPE as a whole is not very girly then?

19 P1: No I think sporty sports are more for boys and like fitness is for girls

20 P2: Yeah, I agree.

21 P3: yeah it’s not a girly thing to do really (laughs)

22 Researcher: Ok so, what activities/sports do you take part in outside of school?

23 P1: I don’t go to regular classes or clubs but I do try to go the gym like once a

week.

24 P3: I don’t really do that much (laughs)

25 P2: yeah I go on a run like once or twice a week.

26 Researcher: And how do you feel about this activity?

27 P1: I feel like this is a good way of keeping healthy and fit for my age and it is also

a good way of working on my own so you don’t have to do things a certain way.

28 Researcher: When you say do things a certain way, what do you mean?

47

29 P1: well like when everyone’s there I feel like I have to run a certain way or like

act a certain way to try and impress the girls that are better at the sports.

30 P2: Yeah when I do it at home I can please myself and choose what days I go and

how long I go for. I feel like it benefits how I learn in school and wears me out

before I go to bed. This makes me get a good night sleep and I notice that I feel

more energised the next day.

31 Researcher: Do you feel you would take part in this if they offered it at your

school?

32 P1: It would make it easier for me to use gym equipment in school because that

way I can just stay later and getting to the gym and back wouldn’t be needed but I

wouldn’t feel as confident and motivated if there was access to gym equipment in

my school because of other students.

33 P2: I would feel more conscious of people I know seeing me and how I look, but

at the gym there are people who I don’t know and who are focused on their own

exercises rather than mine.

34 P3: I also wouldn’t be as independent if a gym was put in place in my school

because I would probably be more pressured by people to like do less.

35 Researcher: What are your reasons for taking part in this activity?

36 P1: I like to go to the gym because I know it’s good for your health and partly

because of like looking fit and healthy. I also think it is a good way to get more

confidence and feel better about yourself because I know some girls in school can

be insecure about the way they look.

37 P2: It makes my appetite much better and I sleep for longer because I am more

tired and I have more energy when at school.

38 Researcher: How would you describe your experience with the activities within

school PE?

39 P1: My experience within school PE has always been quite good. I always look

forward to lessons and ask the teacher what sport or activity we are going to do in

the lesson. We have different sports for each season for example we normally do

48

baseball, cricket and rounders in the summer and lessons are always good when all

the girls take part in the game.

40 P2: yeah I’ve always preferred the summer sports because I think they are more

fun and the girls seem to take part in them more. In the winter we are normally

playing more tackling types of sports like football, netball and volleyball. I don’t

really enjoy these games because they are competitive and when you are on teams

they can be much rougher and some girls take the sport too seriously.

41 P3: I’ve had a good experience with the activities in PE lessons, but I would really

like some more fitness activities like dance and gymnastics though.

42 Researcher: How would you describe your general experience within school PE?

43 P1: I have always enjoyed PE but I think our school should add more lessons into

our timetable because we only have one lesson a week and it would make more

sense for students to do more activities and possibly choose from a range of

different sports to do.

43 P2: Yeah some girls in my lessons are also too rough when the girls are playing

competitive sport and I think this ruins it for the students who are not naturally

athletic and competitive.

44 P3: They dominate the games and sometimes make you feel like you are not good

enough. I have enjoyed playing games and activities in PE lessons and it is a good

way of releasing stress to do with school but some people release too much

(laughs).

45 Researcher: How would you describe your relationship with your PE teacher?

How do you feel towards them and how do you think they feel towards you?

46 P1: Well, my relationship with my PE teachers has always been alright but we

have never had one permanent teacher throughout one year. They have always

seemed to be good in motivating students in getting involved with the lesson but it

is hard to build a good relationship when the teacher is always being changed.

46 P2: Yeah, It’s hard for them to know what each student is like and I think this

affects people in the group if they don’t know the personality of someone.

49

47 P3: We’ve been given cover teachers a lot for PE lessons and this is annoying

because they don’t know what they are doing and the lesson always end up being

wasted because no one takes part seriously.

48 P1: yeah, one teacher I have had before always took a long time starting up the

lesson and setting up equipment and with only one lesson per week, it annoyed me

because we only ended up getting half an hour games.

49 Researcher: Ok so you feel like you wanted more time in PE?

50 P1: yeah because it’s nice to like have break from other lessons but when you’re

just watching the teacher set up all the time it’s really frustrating.

51 P2: yeah that is really annoying

52 Researcher: And what do you think your PE teacher feels towards you? Do you

think you mess about or make it difficult ever?

53 P1: well the teacher I have had most for PE lessons thinks my sporting ability is

average and that I take part in lessons well if it’s something I enjoy doing. I’m not

interested if the lesson involves something I don’t like and I won’t participate

seriously.

54 P2: yeah I keep quiet in lessons usually like I never disturb them but if I don’t like

the activity I just sort of do nothing.

55 P3: yeah that’s the same with me really.

56 Researcher: OK and How would you describe your own sporting ability?

57 P1: well I think my sporting ability has always been good because I am a fairly

athletic person and know the benefits to taking part in PE. But It isn’t something I

take seriously all the time and I often take it as an opportunity to mess around with

friends but when I am enjoying the activity I am good at it I think.

58 P2: yeah I think because I go to the gym I think I am fairly healthy enough and I

don’t tend to get out of breath and sweaty quickly but like in actual sports like

football or rugby I’m pretty rubbish.

59 P3: I’m just rubbish I think(laughs)

50

60 Researcher: ok so physically you don’t feel like you struggle but would you say

it’s the skills of the sports that you feel you are less good with?

61 P1: yeah, like I don’t feel unfit but I feel like I always get moaned at for like

dropping the ball and it’s like… I’m trying! But then it makes you drop the ball

more because you feel like everyone is expecting you to so I don’t know if it’s me

or them (laughs)

62 P2: yeah it is really annoying and it’s kind of like your always on edge if there’s

people that are really good in your group. And I think because we weren’t like

unfit or that bad we were put in the tope sets and it adds so much more pressure.

63 P3: well I just feel so uncomfortable with myself when I run so I think Im just

rubbish at every sport to be honest

64 Researcher: Ok, and how feminine do you think the traditional team sports are in

your school?

65 P1: I don’t think many of the activities we do in PE or EC are feminine because

they all involve tackling and jumping and stuff. I think more activities given to

girls should be more feminine because it might build girls’ confidence more and

make them feel less insecure. Things like gymnastics dance and yoga would be

good for girls to get the opportunity to do.

66 P2: Yeah I don’t think many of the sports we do are feminine because it’s really

like physical and you sweat loads and don’t really look very girly.

67 P3: Yeah they’re not very girl at all to be honest, you always look a mess after

(laughs)

68 Researcher: Would you describe yourself as feminine?

69 P1: Yeah

70 P2: yeah definitely

71 P3: Definitely

51

72 Researcher: How would you describe your peers within PE lessons? Do your

friends motivate you? Do other Peers put pressure on you to perform well or make

you feel uncomfortable about your ability or body image?

73 P1: I think the people I am in PE lessons with take certain sports way too seriously

and are too rough when the teams are competitive. I also think that there are

students who are always picked as captains and games can be unfair between two

teams. But I really enjoy the activities given to us when I am with my friends

because it is fun and motivating but there is a lot of pressure from naturally

athletic girls to be the best.

74 P2: Yeah, when there are teams for different sports and captains get to choose the

people who are in the team, I think it is unfair because they always choose the

people they think are going to be good and this doesn’t give anyone else a chance.

It makes girls feel like they have to prove whether they are good or not and this is

quite un-motivating.

75 P1: Teachers often make all students feel more motivated but there are some that

favour the more rough and competitive students because they are more noticeable.

I have never felt uncomfortable about my ability in PE and I never let other people

influence how I play in a PE lesson but sometimes you can lose motivation

because you know people won’t pick you because they’re not your friends.

76 Researcher: Why do you think some girls do not take part in ECPE in school?

77 P2: I think the reason why some girls don’t take part in after school activities is

because they might feel insecure and not confident enough to go in a class with a

mixture of different people.

52

7.2 Appendix B – Interview 2, Moderate Activity Levels

1 Researcher: Ok, let’s begin… My first question is aimed at all of you, so feel free

to chip in at any time. What do you know about ECPE?

2 P1: Don’t really know much about it

3 P2: I stopped in year 10

4 Researcher: You stopped? Why did you stop in year 10?

5 P2: Because they don’t do Enrichment (Compulsory after school activities)

anymore

6 Researcher: Ok, so you only done the compulsory activities?

7 P2: Yeah

8 Right, so why did you not feel as though you wanted to participate in non-

compulsory ECPE?

9 P2: I wouldn’t have minded but because of time and that I just didn’t want to

10 Researcher: Ok then. So you have all put on the questionnaires that you do

participate in sports or physical activity outside of school. What kind of activities

do you do?

11 P1: I do swimming and walking

12 P2: I do running and walking

13 P3: I do fitness DVDs

14 Researcher: Ok then, so my next question is, what motivates you to do these

activities but not to take part in any activities in school?

15 P2: Because then I don’t see anyone from school when I’m doing it

16 Ok so for you it is more about your peers that puts you off of school based

activities?

17 P2: Yeah… like then I don’t have anyone I know laughing at me (girl laughs)

18 P1: yeah I like doing it on my own

53

19 So you don’t like exercising with peers either?

20 P1: No, it’s (exercising) just better when no one from school is with you

21 Researcher: Ok then… So from looking at your questionnaires and from what you

have told me do far, it’s become quite clear that none of you participate in sports

as such? By this I mean that the activities that you have described and written

down all seem more exercise based as opposed to tradition sports like netball,

basketball and football for example. Am I right in thinking the activities you

participate in outside of school are for exercise purposes?

22 P3: yeah I hate sports but I like feel like I should do something

23 P1 yeah me too.

24 P3: I just don’t like the cold, and like everyone expects you to be good and like run

about loads.

25 P2: I just don’t really like doing it with people from the school, like some people

think they’re in the Olympics and some people just don’t care that much.

26 P1: I didn’t mind the sport in the enrichment classes but then you could just

choose something easy with your mates it wasn’t like ECPE where you have to be

better at things.

27 Researcher: Ok, so what did you think of the enrichment classes?

28 P1: Well I think they’re good because you could like let some anger out.

29 P2: I enjoy them but some boys took it too seriously and like get funny if you

don’t take it seriously.

30 Researcher: Ok, so did you feel you were kind of being judged by the boys?

31 P2: Yeah sometimes

32 P3: Yeah I think so

33 P1: Yeah

34 Researcher: Right, so do you feel that if the school ran more of these enrichment

style sessions that everyone could participate in you would?

54

35 P1: Yeah maybe, they could encourage it more and make them more suited to us,

like not just sports and that.

36 Researcher: Do you feel you would take part more if you put some activities that

you have put on your questionnaires, like for example, Zumba or fitness DVD’s?

37 P2: Well sometime they do do them as like one off lessons and they’re quite good

yeah.

38 P3: Yeah but you don’t always get much choice, like sometimes you don’t hear

about them and there is only a certain amount of people that do it.

39 Researcher: Ok so what if they bought in gym equipment and put on a fitness style

session each week would this interest you?

40 P1: Yeah I think I would do that

41 P3: yeah maybe but I still don’t think I would like it with the people at school

42 Researcher: Ok, so do you think that it wouldn’t matter so much what type of

sessions they are putting on, you just don’t feel like you’d be comfortable with

participating with the people at school?

43 P3: Yeah, like I just feel uncomfortable at school, like I don’t even like doing PE

because you get really sweaty and just feel horrible.

44 Researcher: So would you say that you feel uncomfortable because of your

appearance when participating?

45 P1: Yeah it’s horrible because everyone sees you with your make up like ruined

and that and you just look rank.

46 Researcher: And would you say this is not very feminine is that why you don’t

want to been seen like that?

47 P1: Yeah it’s really not feminine, like when boys sometimes watch, like when

they’ve had football its horrible really (laughs).

48 Researcher: Oh ok. So now I just wanted to discuss how you feel towards your

teachers within PE and ECPE. Do you feel you have a positive relationship with

your teachers?

55

49 P1: Well yeah sort of but like they are sometimes annoying because you are less

sort of free. Like when I do sport outside of school you can do what you want and

that.

50 Researcher: Ok, so does it annoy you having a teacher watching over you?

51 P1: Yeah

52 Researcher: Yeah I think it’s annoying sometimes like when you get told what to

do and that, like you get enough of that in lessons so I don’t really want to do that

after school as well.

53 Researcher: Ok and how do you feel that the other people within ECPE might

affect you?

54 P3: Well I feel like a lot of girls judge you if you don’t do things a certain way

55 Researcher: When you say ‘do things a certain way’ do you mean in terms of your

skill and ability?

56 P3: Yeah and the way that you kind of look when you do things, like its sometimes

just uncomfortable when you’re trying really hard because you feel like you look

stupid

57 Researcher: OK, do you feel that ability comes into ECPE very often? So do you

think that the girls that participate are usually the higher ability students?

58 P3: Yeah, definitely.

59 P1: Yeah and the ones that aren’t that good like don’t always get in, it kind of

works like that in every sport really.

60 Researcher: Ok, so do you feel it is more available to higher ability students?

61 P3: Yeah I do

62 P1: Yeah me too

63 P2: (Nods head)

64 Researcher: Well finally, I just want to ask you if you feel like there is anything

that we may have missed about any of the topics we may have talked about.

56

65 P2: Yeah erm… I was going to say that I feel like I usually don’t have the time to

do ECPE, like it’s not completely that I don’t want to but I have to go to extra

lessons and stuff.

66 Researcher: Ok, so you feel that you don’t actually have the time to do ECPE?

67 P2: No my mum makes me do revision classes and after school lessons.

68 Researcher: OK, so your parents encourage you to do more theory and revision?

69 P2: Yeah.

70 Researcher: Right well do you any of you two feel that we may have missed

something?

71 P1: I was going to say that I actually do like sports outside of school, like I play

tennis and stuff with my friends but I didn’t put it in the questionnaire for some

reason.

72 Researcher: Ok and is that again because you feel that you are being judged or

watched?

73 P1: Yeah it kind of takes the fun out of it a bit and you don’t always get to play

against your friend.

74 Researcher: Right so do you feel that having more freedom outside of school is

actually better?

75 P1: Yeah definitely.

76 Researcher: Ok well if you all feel that you have shared everything then we’ll

wrap it up there.

57

7.3 Appendix C – interview 3, High Activity Levels

1 Researcher: So firstly what do you know about ECPE, what can you tell me?

2 P1: They have the sports teams…

3 P2: Yeah its mainly the sports teams like practising and that, there isn’t that much

choice because not that many girls do it now.

4 Researcher: so how do you feel about this?

5 P2: well like… (sighs) I think that’s why us 3 don’t really do it (laughs). Like I

didn’t used to mind sports but I think they’re just too serious now and you have to

try so hard in sports, I think it’s more of a boy thing isn’t it?

6 P3: yeah people get way too serious (laughs), like I don’t think im that good at any

sports and it feels like everyone is watching you and like waiting for you to be

rubbish (haha)

4 Researcher: Ok, so what about the activities that you have said you do outside of

school, tell me about those?

5 P3: I do more activities to like keep fit and that

6 P2: Yeah same really

7 Researcher: So talking about keeping fit, you have put on the questionnaire (P3)

that you go to the gym at least 6 hours each week

8 P3: Yeah because I am like training and going gym like 2 hours and a half

everyday

9 Researcher: So do you feel if they gave you the chance to train and go gym here at

the school, would you do it?

10 P3: Ermm no, because I don’t like the atmosphere here…

11 Researcher: Why is that?

12 P3: Dunno maybe because of people… like other people watching you that you go

to school with, sometimes makes you feel uncomfortable I dunno really

13 Researcher: Ok

58

14 Researcher: So you two (P2/3) both put on the questionnaires that you take part in

at least 3 hours each week of physical activity outside of school, but no sports as

such, what do you all sort of think about sports?

15 P2: I used to like sports but now I just go swimming for something to do really,

like I was captain for netball but now I just like do stuff with my sisters and that to

keep fit

16 P3: Yeah I did as well, I did football

17 P1: I don’t do sports in school but I do quite a bit outside

18 Researcher: So you do like sports?

19 P1: well I like doing like dancing and bike riding but not like sporty sports if you

know what I mean?

20 Researcher: Yeah, so do you think ECPE is mainly sporty sports as you say?

21 P2: Yeah

22 P1: Yeah I think so, it’s mainly people who are better and they get in the teams

and that

23 Researcher: So do you think this is a big reason why you don’t do any ECPE at

school?

24 P1: Yeah for me…

25 P3: Yeah and me

26 P2 kind of but I don’t do as much in year 11 because of exams, like they stop it

because of revision.

27 Researcher: Oh so they actually decrease the amount of ECPE that they offer to

you in year 11?

28 P2: Yeah, I do like exercise and sports but i don’t do as much in year 11, like when

I was year 10 they sometimes offer you the chance to do Zumba and fitness and

that, but they would only do like a random one, you don’t get to pick it like the

other sports.

59

29 Researcher: Ok, so do you feel if they had things like Zumba and fitness classes

you would pick it and go every week for example?

30 P2: yeah definitely

31 P3: yeah maybe

32 P1: I don’t think I would, like I don’t really like the people in school, it’s when

other people want to do it and sometimes you like can’t be bothered but then they

can be horrible to you about it, like there’s always people that have to be better

than you, like they take it too seriously

33 Researcher: Ok and does this make you uncomfortable sometimes?

34 P1: yeah it’s like you just want to say chill, but then you end up arguing with them

and they can just be horrible just because you can’t be bothered one day, or like

because you aint very good at something

35 Researcher: So do you kind of feel like the activities you do outside of school are

nice because they’re done at your own pace with no one watching you and maybe

judging you?

36 P1: yeah…

37 P3: yeah I think like definitely in after school PE sport things because they kind of

judge you more because it’s like mostly the better ones that do it, like girls that are

better at sports

38 Researcher: Ok so you think its girls with higher ability that usually want to do

ECPE?

39 P3: yeah and they’re the ones that say stuff and that about your ability and they

seem to get annoyed if like someone can’t be bothered or isn’t good enough they

will sometimes kind of gang up a bit and say stuff and it makes you feel well

uncomfortable like everyone’s watching you, so I’d rather do my own thing

40 P1: yeah I think that’s why I don’t do it (ECPE) because it’s too serious, like I like

exercising and that but I would rather do it with people who I don’t go to school

with because they don’t judge you as much, like I have a lot of friends at school

that will go with me but there’s loads of people that I don’t really talk to that are

60

like well good and it can be quite scary sometimes because you feel like you’re

being judged on everything you do.

41 P2: to be fair I don’t mind all that because I was quite good last year, like when I

was captain of netball in year 10 I did enjoy it but now I just can’t really be

bothered, like teachers always go on about exams loads and it don’t feel like I have

the time now… like I do do exercise but I can like do that when I want and usually

we have to do revision things straight after school so you couldn’t really do it

anymore in year 11

42 P3: yeah it’s that as well like it’s nice to know you can just do it when you want to

and not straight after school when you want to go home usually.

43 Researcher: Ok, so we have talked a little bit about ECPE, I now want to discuss

your experiences in PE. Firstly, how would you describe your experience in PE

and the sports and activities within PE?

44 P3: Well I like PE and it is good having like time off of other lessons and being

able to run about a bit.

45 P1: Well PE can be good but like only if you’re doing something that you like

46 P2: yeah when you get made to do like football or something it’s just rubbish

because I’m rubbish at stuff like that, and like I think some sports should just be

for boys, hardly anyone can play it and it’s just so boring.

47 Researcher: Ok so how do you feel towards the teachers in PE and ECPE?

48 P2: Well I actually get on well with all the PE teachers because I do actually try in

PE but when you do something that’s boring it’s hard to want to do it though.

49 P1: I just feel like teachers kind of want after school to be too serious and its

sometimes not as fun, but I don’t mind them that much in PE because it’s not so

much about how good you are and you don’t feel as much pressure.

50 Researcher: Ok, so do you feel that you’re being judged on your ability

51 P1: Yeah because I did try netball once but they was practising for their game and

like doing all these things and I just couldn’t do it but it’s not like you have many

61

other people there that aren’t that good either (laughs) so it’s just embarrassing

sometimes.

52 Researcher: So again you feel like ECPE is mainly for the higher ability students?

53 P1: Yeah definitely

54 P3: Yeah I thinks so as well

55 P2: Yeah

56 Researcher: Would you say that the sports you have spoken about in ECPE are

feminine? So do you feel that when you play sports you feel very feminine or this

something that you don’t think about?

57 P2: I think that when you play stuff like football and rugby you feel really beasty

because it’s like really physical and you have to try so hard and run about so

much, it does actually really put me off.

58 P1: Yeah but like netball and basketball is better because it’s not like outside in the

cold but then it is physical but you don’t care as much because you get in to it

more and you’re not like being kicked or having the ball kicked at you like in

rugby.

59 Researcher: And would you describe yourselves as feminine?

60 P1: Well I’m not like a really girly girl but yeah I’m not like butch (laughs)

61 P2: Yeah same here (laughs)

62 P3: To be honest I’m probably a girly girl (laughs)

63 P1: Yeah you definitely are (laughs)

64 Researcher: Ok, so finally can you think of any reasons why girls might not want

to do ECPE?

65 P1: Erm I think that some people just don’t like sports and are just not interested in

doing sport really and if your friends don’t do it then it’s just not as good.

66 P3: yeah I think it’s just better to like exercise on your own and get on with it

without people telling you what to do.

62

67 P2: and not everyone has the time straight after school like sometimes you just

want to get home.

68 Ok well we will wrap it up there, thank you very much.

63

7.4 Appendix D – Interview 4, Engaged in Extra-Curricular Physical Activity

1 Researcher: Firstly, what can you tell me about ECPE at your school?

2 P1: It’s not very good, like the standard is quite bad.

3 P2: Oh I really like it. I think in some sports the standard is very high.

4 P3: Yeah I really enjoy it there’s quite a lot of sports to choose from and the

standard is ok in each one.

5 Researcher: Ok, well that leads me on to the next question. How do you feel

towards the options that you are given in ECPE?

6 P1: Well I think there’s a wide range of options, don’t you (says other girls name).

7 P2: Yeah I do like the face that there is lots of different options like rounders,

netball, hockey and like different seasons you get a chance to try every sport.

8 P3: yeah like the winter sports are good but it is really cold which does put you off

sometimes.

9 Researcher: Ok, so what activities or sports do each of you take part in in ECPE?

10 P2: well I do rounders and netball

11 P1: and Lacrosse and hockey

12 P2: yeah I don’t like lacrosse or hockey though they’re too beasty (laughs)

13 P3: Yeah I do lacrosse, it’s really fun but yeah you can be quite beasty but that’s

good because you can get your anger out

14 Researcher: Ok so how would you describe these activities and how do you feel

about them?

15 P1: I love them!

16 P2: yeah I do quite enjoy them

17 P3: I think they’re really good

18 Researcher: and how would you describe each sport?

64

19 P2: Rounders is fun because it’s usually sunny and doesn’t get too competitive but

still gives you a chance to run and be active and kind of show off your skill. Its

more relaxed than like netball which is quite competitive, like not proper contact

but there’s lots of arguing and stuff in netball because people seem to take it really

seriously.

20 P1: But you get nice outfits with netball (laughs)

21 P3: yeah! That’s the main reason I do it (laughs)

22 P1: Yeah I would say the same about rounders and netball though but lacrosse is

like much more physical and its usually the more beasty girls that do it.

23 Researcher: So you’ve told me what you think about each sport but what are your

main reasons for participating in these in ECPE?

24 P2: well my mum kind of says I need to do something and I want to stay fit and

healthy

25 P1: Yeah that’s the same with me, I mostly do it because… Actually no I do enjoy

it like I always look forward to it.

26 P3: Yeah my mum wants me to do a sport and I like to get my aggression out

(laughs) and stay fit obvs (obviously).

27 Researcher: Ok so each of your parents encourage you to take part in sports?

28 P2: yeah

29 P1: yeah they say it’s good to do a sport

30 P3: Well my mum loves that I do lacrosse and like encourages me to do it but my

dad doesn’t think it’s very girly (laughs) but he doesn’t like moan about it I can

just tell (laughs).

31 Researcher: Ok so your dad doesn’t really like you playing lacrosse?

32 P3: Well (pause) I think he would rather me play a more girly sport but he still

likes it that I play any sport.

33 Researcher: Ok so how would each of you describe your experiences with these

sports within your PE this time and not in ECPE?

65

34 P1: well generally good because like were good at them because we play it more

and the teacher kind of lets you get on with it because you’re good at it and they

know that you’re good so they’re not trying to like mark you all the time.

35 P2: yeah its good because they just let you play, like in netball they usually just

put the ones that are in the netball team straight into a game which in nice.

36 P3: yeah I really like it because you feel like you’re really good and they pick you

to do demonstrations and stuff.

37 Researcher: How would you describe your relationship with the teacher that takes

these activities in your ECPE?

38 P1: Well we have (says male teachers name) for lacrosse and I really liked him so

I was happy to turn up.

39 P3: yeah he was really nice.

40 P2: I don’t really get on with the teacher for my netball, she’s a bit butch and she

takes it so seriously and makes it too competitive sometimes and I feel like they

hate on you if you act girly or anything (laughs)

41 Researcher: How would your own sporting ability?

42 P2: I wouldn’t say I’m amazing but I’m definitely not rubbish

43 P1: I don’t want to be big headed but I’m actually really good (laughs)

44 P3: yeah you are really good, I’m quite good I would say

45 Researcher: Just quickly going back to the sports you play. How feminine do you

feel these sports are?

46 P2: Well sports like rounders and netball are quite feminine because you wear

skirts and you look like yourself, like you don’t have to wear protective clothes

and they’re not like really physical.

47 P1: Yeah some of the girls that play lacrosse are not that feminine, they’re quite

butch some of them.

48 P3: yeah it depends what positons they play as well like certain body types kind of

lend themselves to certain sport and certain positons.

66

48 P1: Yeah, like the hockey goalies are like really not feminine (laughs)

49 Researcher: And you would you describe your peers within the activities you take

part in, are these mostly your friends?

50 P1: Well some of us are just good at sport so we kind of get picked rather than just

doing what your friends do so I don’t have loads of like proper friends in the

sports, like we all just want do it, we all want to be there but like in PE I just stay

with my friends.

51 P2: yeah, (pause) I kind of only play netball because my friends do like I wouldn’t

say I’m amazing but because it’s my friends it doesn’t really matter.

52 P3: Yeah not many of my friends do lacrosse to be honest

53 Researcher: and do you feel that these peers motivate you?

54 P2: well it kind of depends what mood everyone is in, like if everyone is kind of

happy and everyone wants to do well then yeah they can be quite motivating but

yeah sometimes they can kind make you feel a bit uncomfortable if they moan at

you when you do something wrong and it kind of un-motivates you but it depends

how you feel as well.

55 P1: Yeah well most of the girls on lacrosse are really good at motivating you but

because it’s quite a physical sport everyone is kind of hyped up anyway but

sometimes if you’re not in the mood this can kind of make you shy away because

you just don’t want to be shouted at.

56 P3: Yeah that’s exactly it really, most of the time it motivates you massively but

sometimes it just feels like moaning and you can’t be bothered.

57 Researcher: Ok, so do you feel that your peers are a big motivator to actually

taking part in the activity itself?

58 P1: Yeah but I would definitely play a sport anyway even if my friends weren’t

playing and also If my friends were playing a sport that I didn’t enjoy I wouldn’t

do it so I don’t think like my friends are a massive reason why I take part.

67

59 P3: yeah they are kind of but like when I first starting playing lacrosse I literally

had one friend on it and it was more the teacher asking me to play that actually

made me play in the first place.

60 P2: Well for me that’s a big reason why I take part because all my friends play

netball so I kind of wanted to as well and they like encourage you to take part and

tell you it’s really good.

61 P1: Your friends coming to watch you is a big motivator because they support you

when you play and you can like show off a little.

62 Researcher: OK, so do you feel that your friends watching makes you play better?

63 P1: Yeah definitely it’s kind of like even if you do something wrong you know

that there’s someone there supporting you.

64 P2: Well sometimes it does do the opposite though, like it can put more pressure

on you, especially if its girls that actually play the sport themselves because then

they know what you’re doing wrong and they tell you about it after which is

embarrassing because you know what you done wrong and don’t need to be told

again (laughs).

65 Researcher: OK so we have spoken about each of your own opinions, but now I

just wanted to find out why you think other girls do not want to take part in ECPE?

So what do you think puts girls off of doing the sports that are offered in ECPE?

66 P2: I think maybe some girls’ parents force them more into their school work and

kind of let their sports take a back seat.

67 P1: Yeah, and I think some girls get like self-conscious and care what they look

like, but it’s like, it would help if they did sport so it doesn’t make sense.

68 P3: I feel like it’s a stage of like they want to grow up too quick and be like pretty

all the time but like (says P1’s name) said it doesn’t make sense because doing

sport will make you look better because you will be fitter so yeah, it doesn’t really

work.

69 P1: I think as well like if you’re not very good at the sport it’s kind of like why

would you play it? Because I don’t want be horrible but it is really annoying when

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you’re practising and someone’s really bad like you get enough of that in PE but

the after school clubs are like a chance to actually play properly.

70 Researcher: So quickly just going back to your point about girls maybe feeling

self-conscious, are you referring to them feeling self-conscious about the way they

look or about their actual ability?

71 P1: Well actually kind of both but I meant like the way they look because like in

netball it’s kind of better to be smaller so you don’t get load of bigger girls doing it

but in lacrosse it’s probably better to be bigger because then you’re stronger so

you’d do well. But yeah If girls think they’re not very good I suppose its kind of

pointless them taking part in ECPE because they would struggle I think.

72 Researcher: Ok, so do you all feel that your ECPE is a good chance to ‘play

properly’ as you say, as opposed to your curriculum PE where it might be more

about getting everyone involved?

73 P3: Yeah definitely, in PE you have to kind of think about who you pass to

because some people are rubbish so you can always get the game going properly.

But in practice after school it really gets going because everyone knows how to

play and actually plays properly and wants to win.

74 P2: Well, it is annoying in PE if some people don’t even know the rules and how

to play but yeah after school it is better because like, yeah, more people actually

try and actually want to be there I suppose.

75 Researcher: Ok, well thank you very much, we’ll wrap it up there and try and get

you back to your PE lesson. Thank you.

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7.5 Appendix E – Example Questionnaire

This questionnaire is the first part of a small research study that aims to identify potential

barriers that year 11 girls may face to extra-curricular physical education (ECPE) in

schools. The study is for a final year dissertation at the University of Brighton. This

questionnaire aims to gather information about year 11 girls in regards to them

participating in ECPE and physical activity outside of schools. A total of 9 participants

will be selected, based on the answers you have given in the questionnaire, for the second

part of the study, which will involve a small group discussion in groups of 3. Please feel

free to answer the questions below and hand the questionnaire in. When the questionnaires

have been analysed then you may be contacted by a teacher if you have stated that you

wish to take part in and have been selected for the second part of the study.

Full Name:

………………………………………………………………………………………………

…………………………………………………………….

PLEASE CIRCLE YOUR ANSWER

Part 1:

1. Do you participate in any non-compulsory sport in extra-curricular (after

school) physical education with Samuel Ward School?

YES NO

2. How many hours of physical activity do you participate in each week that is

not part of Samuel Ward School?

0 1-2 2-3 3-4 4-5 5-6 6+

Please name the type of activity or activities that you participate in outside of

Samuel Ward (for example dance, going to the gym, gymnastics, football,

running etc.)

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…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…

3. If you answered NO to question 1 and selected 2-3, 3-4, 4-5, 5-6 or 6+ for

question 2 then please turn over and continue to part 2 and read the

information. Can you then please answer question 4. If you answered YES to

question 1 then you do not have to continue.

Thank you for your time.

Part 2:

Some information about the study

- The study aims to help girls voice their own opinions of and potential barriers to

extra-curricular PE based on their experiences.

- The study will be completely anonymous and you will only be identified as

participant 1, 2 or 3.

- If you are picked for part 2, you will be in groups of 3 in focus group discussions,

which you can choose based on other participants who are selected.

- The discussions are held here at Samuel Ward later in the week and will only last

around 10-15 minutes.

- There will be another member of staff in the discussion to ensure your safety.

- You can leave the study at any given time if for any reason you feel uncomfortable

with any of the issues that are discussed in the interview.

- The discussion is not formal and can be seen as more of a discussion with peers

about your views and experiences based on topics related to extra-curricular

physical education and physical activity.

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- All information gathered from the interview will be stored on a locked computer

and deleted 6 months after the discussions take place.

4. Do you wish to participate in a focus group discussion to help this study?

YES NO

If YES then please hand this questionnaire in and await further contact and

information.

Thank you for your time.

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7.6 Appendix F - Interview Structure – No reported engagement in ECPE at the school.

Interview structure: (Semi-structured, open-ended questioning).

- What can you tell me about ECPE at your school?

- How do you feel towards the options that are offered to you in ECPE? Why do

they not appeal to you?

- What activities/sports do you take part in outside school?

- How do you feel about these activities?

- Describe them in your own way (are they fitness, sports, leisure etc)

- Do you feel you would take part in these if they offered them at your school?

- What are your reasons for taking part in these activities? (peers/teachers/body

image etc)

- How would you describe your experience with the activities within school PE?

- How would you describe your general experience within school PE? Did/do you

like/dislike it?

- How would you describe your relationship with the teacher in PE? How did you

feel towards them? How do you think they felt towards you? (regarding sporting

ability as well)

- How would you describe your sporting ability?

- How feminine do you feel some of the more ‘sporting’ (traditional team sports)

activities in ECPE are?

- Would you describe yourself as feminine?

- How would you describe your peers within PE? Do your friends motivate you? Do

other peers put pressure on you to perform well or make you feel uncomfortable

about your ability or body image? How does your teacher or other people make

you feel?

- Why do you think some girls do not take part in ECPE in school?

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7.7 Appendix G - Interview Structure – Reported Engagement in ECPE

Interview structure: (Semi-structured, open ended).

- What can you tell me about ECPE at your school?

- How do you feel towards the options that are offered to you in ECPE?

- What activities/sports do you take part in at the school?

- How do you feel about these activities?

- Describe them

- What are your reasons for taking part in these activities? (peers/teachers/body

image etc)

- How would you describe your experience with these activities within school PE?

- How would you describe your general experience within school PE?

- How would you describe your relationship with the teacher that leads these extra-

curricular activities and your other PE teachers?

- How would you describe your sporting ability?

- How feminine do you feel these activities are?

- Would you describe yourself as feminine?

- How would you describe your peers within the activities you take part in? are

these mostly your friends?

- Do you feel that these peers motivate you when participating?

- Do you feel that these motivate you to take part in the activity?

- Why do you think some girls do not take part in ECPE in school and physical

activity outside of school?

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7.8 Appendix H – Head of Department Consent Form

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7.9 Appendix I – Parental Consent Form

Dear parent/guardian

I am a student from the University of Brighton, researching female pupils from year 11

about their views and experiences of extra-curricular physical education for my final year

dissertation. Your child has been selected for further research from a group of 60 year 11

girls that filled out a small questionnaire on Tuesday 2nd February. I wish to seek your

permission to include your child in the study.

The study aims to present the perceptions’ and experiences of female key stage four

students based on extra-curricular physical education and physical activity outside of a

school environment. I should very much like to interview your child on this matter. The

research has the full backing of the teaching staff involved, however, I should stress that

your child ‘s comments will be entirely confidential and their identity will not be revealed

in any subsequent use of material obtained.

Some more information about the study

- The study is part of a third year dissertation project.

- The study aims to help girls voice their own opinions of and potential barriers to

extra-curricular PE based on their experiences.

- The study will be completely anonymous and your child will only be identified as

participant 1, 2 or 3.

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- Your child will be in groups of 3 in focus group discussions, which they can

choose based on their preferences and other participants who are selected.

- The discussions are held here at Samuel Ward later in the week and will only last

around 15-20 minutes.

- There will be another member of staff in the discussion at all times, to ensure

safety.

- Your child can leave the study at any given time if for any reason they feel

uncomfortable with any of the issues that are discussed.

- The discussion is not formal as such and can be seen as more of a discussion with

peers about your child’s views and experiences based on topics related to extra-

curricular physical education and physical activity.

- All information gathered from the interview will be stored on a locked computer

and deleted 6 months after the discussions take place.

After reading the information about the study, I hope that you will give your permission

for your child to be included in this research. If you are happy for your child to be

involved, please fill out and sign the consent form below and return to the physical

education department at the school as soon as you can.

If you wish to contact me with any questions my email address is below and Mr

Thompson from Samuel Ward PE department is also happy to answer any questions.

Email Address: J.Howard6@uni.brighton.ac.uk

Samuel Ward Academy: 01440 761511

Yours sincerely

James Howard

BA (Hons) Physical Education

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-------------------------------------------------------------------------------------------------------

INFORMED CONSENT FORM

Please only sign and date the reply slip when you have agreed with all of the statements

and if you have had any relevant questions answered.

 I understand the aims of this research.

 I am clear about what my child ‘s involvement will be in this study and I am

aware of its purposes.

 I trust that results will only be used in complete confidentiality and for the

academic purposes of this study only. I am satisfied that the results will be stored

securely, remain confidential, and if published will not be linked to my child in

any way.

I understand that all the PE staff at Samuel Ward are aware of the study and

will ensure my child’s safety at all times.

 I have agreed for my child to take part.

 I know I can withdraw my child at any time.

Child ‘s Name.............................................................................................................

Parent/Guardian signature ..................................................Date................................

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