Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education. Slingerland, M., Haerens, L., Cardon, G., & Borghouts, L. European Physical Education Review, 20(1):20–35, February, 2014. ![Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; 42%) within 13 classes in grades 7–9 (age 11–15) played basketball in mixed-gender and in single-gender teams. The effects on participant’s perceived competence and moderate-to-vigorous activity (MVPA) were assessed using questionnaires and heart rate monitors, respectively. Although girls’ perceived competence was lower than that of boys, girls’ perceived competence increased during single-gender game play. Physical activity levels were high during both mixed-gender and single-gender game play. Playing invasion games (i.e. basketball, handball, soccer) in gender-specific groups could be a useful strategy for PE teachers to implement into their lessons, in order to improve girls’ perceived competence during invasion games.
@article{slingerland_differences_2014,
title = {Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education},
volume = {20},
issn = {1356-336X, 1741-2749},
url = {http://epe.sagepub.com/content/20/1/20},
doi = {10.1177/1356336X13496000},
abstract = {Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; 42\%) within 13 classes in grades 7–9 (age 11–15) played basketball in mixed-gender and in single-gender teams. The effects on participant’s perceived competence and moderate-to-vigorous activity (MVPA) were assessed using questionnaires and heart rate monitors, respectively. Although girls’ perceived competence was lower than that of boys, girls’ perceived competence increased during single-gender game play. Physical activity levels were high during both mixed-gender and single-gender game play. Playing invasion games (i.e. basketball, handball, soccer) in gender-specific groups could be a useful strategy for PE teachers to implement into their lessons, in order to improve girls’ perceived competence during invasion games.},
language = {en},
number = {1},
urldate = {2015-09-09},
journal = {European Physical Education Review},
author = {Slingerland, Menno and Haerens, Leen and Cardon, Greet and Borghouts, Lars},
month = feb,
year = {2014},
keywords = {Adolescence, Heart Rate, Skill Development, Training, competence, invasion games, mixed-gender sports, motivation, physical education},
pages = {20--35},
}
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