Exploring the Factors that Influence Female Students’ Decision to (Not) Enrol in Elective Physical Education: A Private School Case Study

Authors

  • Jill Kiley
  • Daniel Bruce Robinson St. Francis Xavier University

DOI:

https://doi.org/10.11575/ajer.v62i1.56124

Keywords:

Physical Education, Gender, Private School, Independent School, Social-ecological, Mots clés, éducation physique, genres, école privée, école indépendante, socio-écologique

Abstract

This article presents the results from a qualitative case study that examined the influencers upon a somewhat unique group of female students who opted out of elective physical education (PE). More specifically, this study focused upon female students attending an affluent private school, investigating why—when they transitioned from middle school to senior high school and PE became optional—they opted out of the class. Employing a research design that relied principally upon in-depth interviews, seven themes emerged from the students’ stories: perspectives on policy and PE programming, co-ed problems; friends’ influence, parental support for opting out, A+ academic achievement, free time and electives, and adequate physical activity accumulation outside of school. By considering these themes, particularly as they align with an Ecological Systems Theory, or EST (Bronfenbrenner, 1977) social-ecological framework, it is possible to more fully comprehend contributing influencers to these students’ decisions. Moreover, with this comprehension, we offer suggestions for future practice and inquiry.

Cet article présente les résultats d’une étude de cas qualitative qui a examiné les facteurs qui influencent un groupe quelque peu unique d’étudiantes qui avaient choisi de ne pas s’inscrire au cours d’éducation physique facultatif. Plus précisément, cette étude porte sur les raisons pour lesquelles les étudiantes d’une école privée pour familles aisées, lors de leur transition de l’école élémentaire vers l’école secondaire où le cours d’éducation physique est dorénavant facultatif, ont décidé de ne pas s’y inscrire. La recherche repose sur une conception qui s’appuie principalement sur les entrevues détaillées. Sept thèmes découlent des récits des étudiantes : des perspectives sur la politique et la programmation du cours d’éducation physique; des problèmes liées aux cours mixtes; l’influence des amis; l’appui parental devant le choix de ne pas s’inscrire; une rendement académique de A+; le temps libre et les cours facultatifs; et suffisamment d’activité physique à l’extérieur de l’école. L’étude de ces thèmes et notamment la mesure dans laquelle ils correspondent à la Théorie des systèmes écologiques (Brofenbrenner, 1977) aide à mieux comprendre les facteurs qui influencent les décisions de ces étudiantes. Nous appuyant sur ces conclusions, nous offrons des suggestions pour la pratique et la recherche à l’avenir.

 

Author Biographies

Jill Kiley

Jill Kiley is a recent graduate of St. Francis Xavier University, where her studies focused on physical and health education curriculum and instruction. Her research interests focus upon female-responsive physical education programming. 

Daniel Bruce Robinson, St. Francis Xavier University

Daniel B. Robinson is an Associate Professor and Chair, Teacher Education in the Faculty of Education at St. Francis Xavier University. His current research agenda focuses upon culturally relevant pedagogy, in-school physical activity and healthy eating interventions, and outdoor pursuits within physical education.

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Published

2016-09-02

How to Cite

Kiley, J., & Robinson, D. B. (2016). Exploring the Factors that Influence Female Students’ Decision to (Not) Enrol in Elective Physical Education: A Private School Case Study. Alberta Journal of Educational Research, 62(1), 19–38. https://doi.org/10.11575/ajer.v62i1.56124

Issue

Vol. 62 No. 1 (2016): Spring

Section

ARTICLES

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