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Views of Adolescent Female Youth on Physical Activity During Early Adolescence

机译：青春期少女对青春期运动的看法

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摘要

Early adolescence is a time when a transition away from sport and physical activity participation is at its highest level among female youth (Hedstrom & Gould, ). This has led to the identification of barriers and facilitators of physical activity participation for adolescent females. Consequently there have been calls to overcome barriers and augment facilitators via the creation of gender-relevant programming. Despite these calls and efforts, a gender disparity remains, and a detailed understanding of how girls experience and interpret physical activity within the context of their lives is still lacking. The current project aimed to gain further insight into the foregoing using tenets of Interpretive Phenomenology to further understand the lived physical activity experiences of females during early adolescence, delineating their barriers to participation and the factors enabling participation. Five themes were identified and made into vignettes to facilitate understanding from adolescent females' perspectives: friends or don't know anyone, good or not good enough, fun or not fun; good feeling or gross; and peer support or peer pressure. The physical activity promotion implications for female youth are discussed within the context of these themes.Key points class="unordered" style="list-style-type:disc">Please provide 3-5 bullet points of the study.Inductive qualitative methodologies can encourage the much-needed voice of female youth in sport and physical activity research.Vignettes serve, not only as a method to illustrate data, but also as a medium to teach contextually relevant information to participants and sport science service providers.The barriers and solutions to female youth engagement in physical activity are best understood through the perspectives of the intended participant.Female youth can serve as central informants in the development and analysis of research projects relating to female youth physical activity. class="kwd-title">Key words: Physical activity, female, youth, qualitative class="head no_bottom_margin" id="sec1-1title">IntroductionThere is a growing interest in the physical activity levels of children and adolescent youth from health (e.g., Dietz, ; Magarey et al., ; Sherar et al., ) and psychological perspectives (e.g., Biddle et al., ; Clark et al., ; Rutten et al., ; Shields et al., ). Such interest is due to the clear indication that physical activity decreases with age, particularly during adolescence, with girls being less active than boys at all ages (Biddle et al., ; Hedstrom and Gould, ; Trost et al., ; Whitehead & Biddle, ). Further, adolescent females are an important focus due to the risks of a sedentary lifestyle and the benefits of an active lifestyle among female youth being well documented (see Canadian Fitness and Lifestyle Institute, ; Dietz, ; Healthy Active Kids Canada, ).Early adolescence is a time when a transition away from sport and physical activity participation is at its highest level among female youth (Hedstrom and Gould, ). The World Health Organization (href="#ref57" rid="ref57" class=" bibr popnode">2008) published a report that found Canadian female youth are consistently less active than boys from 11 to 15 years and females have a greater reduction in participation during the same time. In the United States, Pate and colleagues (href="#ref37" rid="ref37" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887473">2007) found that girls' participation in vigorous physical activity declined from 45.4 percent in the eighth grade to 34.1 percent in grade 12. It was also found that the probability that girls would participate in several forms of vigorous physical activity in the 12th grade was directly related to participation in those activities in the eighth grade, with those less engaged likely to become non-participants.Accordingly, the barriers and facilitators of physical activity participation for adolescent females have been identified, with research suggesting intrapersonal (e.g., self-efficacy, perceived competence, self-image), social (e.g., peer influence) and environmental factors (e.g., gender-relevant physical activity programming, accessible vs. inaccessible facilities) as relevant (Biddle et al., href="#ref5" rid="ref5" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887485">2004; Brett et al., href="#ref8" rid="ref8" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887472">2002; Brooks and Magnusson, href="#ref9" rid="ref9" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887492">2006; Daniels & Leaper, href="#ref15" rid="ref15" class=" bibr popnode">2006; Dwyer et al., href="#ref18" rid="ref18" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887463">2006; Everheart and Pemberton, href="#ref22" rid="ref22" class=" bibr popnode">2001; Ferreira et al., href="#ref23" rid="ref23" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887464">2007; Moore et al., href="#ref35" rid="ref35" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887471">2010; Rees et al., href="#ref39" rid="ref39" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887487">2006). Consequently, there have been many calls to overcome such barriers and augment facilitators, by creating gender-relevant programs that encourage/facilitate physical activity for adolescent females (e.g., Active Healthy Kids Canada, href="#ref1" rid="ref1" class=" bibr popnode">2010; Cheng et al., href="#ref12" rid="ref12" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887483">2003; Everheart and Pemberton, href="#ref22" rid="ref22" class=" bibr popnode">2001).Despite the identification of barriers to adolescent female physical activity participation and subsequent calls to address them, a gender disparity remains, and a detailed understanding of how girls experience and interpret physical activity within the context of their daily lives is still lacking (Clark et al., href="#ref14" rid="ref14" class=" bibr popnode">2011; Yungblut et al., href="#ref58" rid="ref58" class=" bibr popnode">2012). The aim of the current project was to gain further insight into the foregoing by employing an interpretive qualitative approach (i.e., Interpretive Phenomenology and vignettes) to further understand the lived physical activity experiences of females during early adolescence, delineating their barriers to participation and the factors enabling participation. In order to further contextualize our study and its contribution to the literature, a more detailed review of the qualitative research pertaining to girls' physical activity experiences is necessary.Review of qualitative research literatureQualitative studies have highlighted the particular relevance of gender-specific programming, with studies suggesting that the social and cultural context are important influences on adolescent females' physical activity experiences and physical activity behaviour. Depending on the qualitative approach adopted, various insights have been gained.Whitehead and Biddle, href="#ref56" rid="ref56" class=" bibr popnode">2008 conducted a focus group study and found that less active girls held more stereotypical views in relation to appearance than active girls, viewing it impossible to be both sporty and feminine. Similarly, Dwyer et al., href="#ref18" rid="ref18" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887462">2006 found in their focus group study that girls expressed looking good for others (i.e., wearing make-up) and being physically active as incompatible. However, they also found that some girls challenged feminine “ideals” and were thus able to renegotiate gender stereotypes, making it more likely that they participated in sport. A systematic review of qualitative studies has echoed the findings of barriers unique to adolescent female physical activity participation such as being socially self-conscious to show an unfit body, lacking confidence to execute skills, or appearing too “masculine” (Allender et al., href="#ref2" rid="ref2" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887488">2006).Vu and colleagues (href="#ref54" rid="ref54" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887475">2006) also found in focus groups with adolescent girls in middle school (i.e., grades 7-8), that some activities were described as more “gender appropriate” (e.g., dance) than others (e.g., sports), with those less appropriate contributing to a fear of negative reactions from boys, contributing to deterred activity participation. Focus groups with adolescent boys reinforced these findings, with boys suggesting that girls who participated in sport were “too aggressive” or “tomboys”. Boys also acknowledged that they teased female participants for not being as competent when competing side by side (e.g., during informal soccer matches during a lunch break).Beyond the above focus group studies, qualitative studies employing interpretive approaches (i.e., insight is sought into how descriptions and meanings of activity impact daily life) have provided further insight into girls' involvement in sport and physical education contexts (e.g., Gibbons & Humbert, href="#ref26" rid="ref26" class=" bibr popnode">2008; Gilbert, href="#ref27" rid="ref27" class=" bibr popnode">2001; Flintoff & Scraton, href="#ref24" rid="ref24" class=" bibr popnode">2001; Humbert, href="#ref31" rid="ref31" class=" bibr popnode">1995). The findings of these studies are unique, rich and varied, with such studies problematizing a male oriented physical education curriculum as exclusionary (see Brown, href="#ref10" rid="ref10" class=" bibr popnode">2000; Flintoff and Scranton, href="#ref24" rid="ref24" class=" bibr popnode">2001) and/or limiting due to the focus on evaluation and skill development, which ultimately takes away from enjoyment or does not accommodate physical activity preferences (see Brown, href="#ref10" rid="ref10" class=" bibr popnode">2000; Humbert, href="#ref31" rid="ref31" class=" bibr popnode">1995). Though this research is limiting as it was done solely in the physical education context, such studies have added further insight into understanding the socio-cultural context as an important influence on adolescent female perceptions and physical activity behaviour.Feminist researchers have also explored girl's perceptions and experiences of physical activity and sport within physical education contexts (Azzarito, href="#ref3" rid="ref3" class=" bibr popnode">2009; Azzarito et al., href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887468">2006; Evans, href="#ref21" rid="ref21" class=" bibr popnode">2006; Hills, href="#ref30" rid="ref30" class=" bibr popnode">2007). Such research explores particular meanings and social norms surrounding physical activity for girls (e.g., some activities are appropriate if “feminine”, being active is intertwined with appearance ideals) by attending to how dominant discourses concerning gender “construct” physical activity in a narrow manner (Azzarito et al., href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887481">2006; Evans, href="#ref21" rid="ref21" class=" bibr popnode">2006). Similar to interpretive research findings, the physical education context and curricula often privilege sport and competition, valuing boys' skills and competencies and emphasizing narrow meanings/definitions of “fit” (Flintoff and Scraton, href="#ref24" rid="ref24" class=" bibr popnode">2001). Girls are then placed in a paradox, whereby they must negotiate their enjoyment and display competence, but within the confines of cultural demands concerning femininity (Azzarito, href="#ref3" rid="ref3" class=" bibr popnode">2009; Azarito et al., href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887482">2006; Evans, href="#ref21" rid="ref21" class=" bibr popnode">2006).While informative, the foregoing literature has tended to either negate exploring, or made less mention of, what also may be pleasurable and empowering about physical activity and/or physical education curricula for adolescent girls. As mentioned, Dwyer et al., href="#ref18" rid="ref18" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887470">2006 found that some girls actively challenge feminine “ideals” and were able to renegotiate such gender stereotypes, making it more likely that they participated in sport. Similarly, Azzarito et al., href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887490">2006 also found that girls may actively renegotiate dominant gendered expectations in school physical education contexts. Flintoff and Scraton, href="#ref24" rid="ref24" class=" bibr popnode">2001 also noted that girls experience pleasurable moments in their activity outside of physical education contexts. Further research is warranted to better understand girls' experiences with physical activity in order to understand both the empowering and disempowering potential of physical activity in the context of their lives. Additionally, as alluded to, further research is needed that explores physical activity more broadly, outside of physical education contexts. id="__p17" class="p">A recent interpretive qualitative study by Clark et al., href="#ref14" rid="ref14" class=" bibr popnode">2011 exploring adolescent girls' conceptions and experiences of physical activity underscores the importance of considering the full range of experiences of what it is like to be physically active and how girls' daily lives are impacted. Consistent with the above research reviewed, Clark and colleagues found that while physical activity was defined and experienced within narrow ideals (e.g., appearance, competition), they also found that unstructured activity was viewed positively as it allowed for self-expression and creativity. Further research was called for with a continued focus on the range of embodied movement experiences (i.e., empowering and disempowering) in various contexts (i.e., not only physical education) order to better understand and eventually harness the potential of physical activity to positively impact adolescent girls' lives. Therefore, the present study was conceived to extend the existing qualitative research by gaining a better understanding of the lived experiences of adolescent females in relation to both sport and physical activity engagement during early adolescence. The intention is to provide the reader with a clearer understanding of why female youth participation rates are so low as well as what may be positive about physical activity, from the perspectives/voices of the participants in one geographic region. The following research questions guided the study: class="simple" style="list-style-type:none">
  • 1. id="__p18">What are the current views held by early adolescent female youth about sport and physical activity programming?
  • 2. id="__p19">What experiences with sport and physical activity programming did female youth encounter during early adolescence and what are the current views held by mid and late adolescent female youth about sport and physical activity?
  • 3. id="__p20">How do mid-to-late adolescent females believe their experiences during early adolescence influenced their current activity levels?
  • 4. id="__p21">How do the views about sport and physical activity programming held by physically non-active adolescent females compare to physically active adolescent females within and across stages of adolescence?
  • 5. id="__p22">What are effective practical strategies from the vantage point of the participants for engaging adolescent female in sport and physical activity programming during early adolescence?
  • 6. id="__p23">What are the issues, challenges or barriers that adolescent females perceive as important for their involvement in sport and physical activities? class="head no_bottom_margin" id="sec1-2title">Methods id="__p24" class="p p-first">In order to gain further understanding of the perspectives of adolescent female youth and answer the above research questions, the current study was grounded in Interpretative Phenomenology (IP; see Smith, href="#ref47" rid="ref47" class=" bibr popnode">2004). The underlying assumption of IP is that participants make sense of their personal and social worlds through the meanings that particular experiences hold to them (Smith and Osborn, href="#ref49" rid="ref49" class=" bibr popnode">2008). In order to gain such an understanding, a particular approach to gathering, analyzing and interpreting data is required. With IP the active role of the researcher is emphasized through interpretative processes of data collection and analysis. Smith, href="#ref47" rid="ref47" class=" bibr popnode">2004 outlined three characteristics of IPA: (a) idiographic; (b) inductive; and (c) interrogative. Data analysis begins with the first case and continues until saturation is reached. During analysis the researcher remains flexible and allows themes to emerge. Finally, although each case is considered independent of pre-conceived hypotheses, the results are integrated by discussing how the current study relates to the extent literature.Researcher's assumptions id="__p25" class="p p-first-last">In-line with an IP approach, bracketing is an important process to consider. Bracketing is a scientific process whereby the researcher suspends his/her “presuppositions, biases, assumptions, theories, or previous experiences” (Gearing, href="#ref25" rid="ref25" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887480">2004, p. 1430). Schinke and da Costa, href="#ref42" rid="ref42" class=" bibr popnode">2000 suggested that sport researchers take particular measures to be aware of their own assumptions and biases and the influence of these throughout the research process. To further identify subjective perceptions a research logbook was employed throughout this project by the lead investigator.
    • 机译：青春期是在女性青年中，从体育和体育活动参与过渡到最高水平的时期（Hedstrom＆Gould，）。这导致确定了青春期女性参加体育活动的障碍和促进者。因此，人们呼吁通过建立与性别有关的方案来克服障碍并增加促进者。尽管做出了这些呼吁和努力，性别差异仍然存在，并且仍然缺乏对女孩在生活中如何体验和解释体育活动的详细了解。当前的项目旨在通过解释现象学的原理进一步了解上述内容，以进一步了解女性在青春期早期的身体活动经验，描绘出她们的参与障碍和促成参与的因素。确定了五个主题并将其编成小插曲，以促进从青春期女性的角度进行理解：朋友或不认识的人，好人或不善人，好玩或不开心；感觉良好或粗暴；和同伴的支持或同伴的压力。在这些主题的背景下讨论了促进女性青年体育锻炼的要点。要点 class =“ unordered” style =“ list-style-type：disc”> <！-list-behavior = unordered prefix-word = mark-type = disc max-label-size = 0-> 请提供3-5个研究要点。 归纳定性方法可以鼓励女性青年急需的声音在体育和体育活动研究中。 小插图不仅用作说明数据的方法，而且还用作向参与者和体育科学服务提供者传授上下文相关信息的媒介。
  • 从目标参与者的角度可以最好地理解女性青年参与体育活动的障碍和解决方案。 女性青年可以作为与制定和分析女性青年体育研究项目有关的主要信息提供者 class =“ kwd-title”>关键字：体育活动，女性，青年，定性 class =“ head no_bottom_margin” id =“ sec1-1title”>简介对于健康的儿童和青少年的身体活动水平越来越感兴趣（例如Dietz， Magarey等， Sherar等人）和心理学观点（例如Biddle等人; Clark等人; Rutten等人; Shields等人）。这种兴趣是由于明显的迹象表明，身体活动随着年龄的增长而减少，尤其是在青春期，而女孩在所有年龄段的活动性都比男孩低（Biddle等人； Hedstrom和Gould； Trost等人； Whitehead＆Biddle ，）。此外，由于久坐的生活方式的风险和积极的生活方式对年轻女性的好处，青春期女性是一个重要的关注点（参见Canadian Fitness and Lifestyle Institute，Dietz，; Healthy Active Kids Canada，）。在女性青年中，从体育和体育活动参与的过渡达到最高水平的时代（Hedstrom和Gould，）。世界卫生组织（href="#ref57" rid="ref57" class=" bibr popnode"> 2008 ）发表了一份报告，发现加拿大11至15岁的女性青年比男性少活跃而女性在同一时间的参与度大大降低。在美国，Pate和同事（href="#ref37" rid="ref37" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887473"> 2007 ）发现，女孩参与了强健的身体活动从八年级的45.4％下降到十二年级的34.1％。还发现，女孩在十二年级参加多种形式的剧烈体育锻炼的概率与八年级参加这些活动直接相关。因此，已经确定了青春期女性参与体育活动的障碍和促进者，研究表明，人际交往（例如，自我效能感，感知能力，自我形象），社会（例如，同伴的影响）和环境因素（例如，与性别相关的体育活动的编程，可访问与不可访问的设施）（Biddle等人，href =“＃ref5” rid =“ ref5” class =“ bibr popnod e tag_hotlink tag_tooltip“ id =” __ tag_327887485“> 2004 ； Brett等，href="#ref8" rid="ref8" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887472"> 2002 ； Brooks and Magnusson，href="#ref9" rid="ref9" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887492"> 2006 ； Daniels＆Leaper，href="#ref15" rid="ref15" class=" bibr popnode"> 2006 ； Dwyer等。，href="#ref18" rid="ref18" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887463"> 2006 ; Everheart和Pemberton，href="#ref22" rid="ref22" class=" bibr popnode"> 2001 ； Ferreira等，href="#ref23" rid="ref23" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887464"> 2007 ； Moore等，href="#ref35" rid="ref35" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887471"> 2010 ； Rees等人，href="#ref39" rid="ref39" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887487"> 2006 ）。因此，通过创建与性别相关的计划来鼓励/促进青春期女性的体育锻炼，已经有许多呼吁克服这些障碍并增加促进者的呼吁（例如，加拿大积极健康的孩子，href =“＃ref1” rid =“ ref1 “ class =” bibr popnode“> 2010 ； Cheng等人，href="#ref12" rid="ref12" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887483"> 2003 ; Everheart和Pemberton，href="#ref22" rid="ref22" class=" bibr popnode"> 2001 ）。尽管确定了青少年女性身体活动参与的障碍，并随后提出了解决方案，仍然存在性别差异，并且仍然缺乏对女孩在日常生活中如何体验和解释身体活动的详细了解（Clark等人，href =“＃ref14” rid =“ ref14” class =“ bibr popnode“> 2011 ； Yungblut等人，href="#ref58" rid="ref58" class=" bibr popnode"> 2012 ）。当前项目的目的是通过采用解释性定性方法（即解释性现象学和渐晕）来进一步了解上述内容，以进一步了解女性在青春期早期的身体活动经历，描绘出她们的参与障碍和因素使参与。为了使我们的研究及其对文献的贡献更加具体化，有必要对与女孩的体育活动经历有关的定性研究进行更详细的综述。对定性研究文献的回顾定性研究突出了针对性别的编程的特殊意义，研究表明，社会和文化背景对青春期女性的体育锻炼经历和体育锻炼行为具有重要影响。根据所采用的定性方法，已经获得了各种见解。Whitehead和Biddle在href="#ref56" rid="ref56" class=" bibr popnode"> 2008 中进行了焦点小组研究，发现较不活跃的女孩比活跃的女孩对外表持有更多的刻板印象，认为不可能既运动又女性化。同样，Dwyer等人在他们的焦点小组研究中发现，href="#ref18" rid="ref18" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887462"> 2006 对于其他人（即化妆）和不相容的人进行体育锻炼。但是，他们还发现，有些女孩向女性“理想主义者”发起挑战，因此能够重新协商性别定型观念，从而使她们更有可能参加体育运动。对定性研究的系统评价呼应了青春期女性体育活动参与所特有的障碍的发现，例如社交上的自我意识以显示身体不健康，缺乏执行技能的自信或显得过于“男性化”（Allender等， href="#ref2" rid="ref2" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887488"> 2006 ）。Vu和同事们（href =“＃ref54” rid =“ ref54 “ class =” bibr popnode tag_hotlink tag_tooltip“ id =” __ tag_327887475“> 2006 ）还在中学（即7-8年级）少女的焦点小组中发现，有些活动被描述为更“性别”适当”（例如跳舞）比其他（例如体育）合适，而那些不太合适的人则担心男孩会做出负面反应，从而阻碍了活动的参与。与青春期男孩组成的焦点小组加强了这些发现，男孩认为参加体育运动的女孩“太好斗”或“假小子”。男孩们也承认，他们嘲笑女性参与者并排比赛时不称职（例如，在午餐休息时间的非正式足球比赛中）。除了上述焦点小组研究之外，定性研究还采用了解释性方法（即寻求洞察力）活动的描述和含义如何影响日常生活）提供了对女孩参与体育和体育教育背景的进一步了解（例如，Gibbons和Humbert，href =“＃ref26” rid =“ ref26” class =“ bibr popnode” > 2008 ；吉尔伯特（Gilbert），href="#ref27" rid="ref27" class=" bibr popnode"> 2001 ；弗林托夫＆斯克拉顿，href =“＃ref24” rid =“ ref24“ class =” bibr popnode“> 2001 ;亨伯特，href="#ref31" rid="ref31" class=" bibr popnode"> 1995 ）。这些研究的发现是独特的，丰富的和多样的，这些研究使排他性的面向男性的体育课程存在问题（参见Brown，href="#ref10" rid="ref10" class=" bibr popnode"> 2000 < / a>; Flintoff和Scranton，href="#ref24" rid="ref24" class=" bibr popnode"> 2001 ）和/或由于对评估和技能发展的关注而受到限制，最终失去享受或不适应身体活动的偏好（请参见Brown，href="#ref10" rid="ref10" class=" bibr popnode"> 2000 ；洪伯特，href =“＃ref31 “ rid =” ref31“ class =” bibr popnode“> 1995 ）。尽管这项研究是局限性的，因为它仅在体育教学中进行，但是这些研究为理解社会文化背景增加了进一步的见解，因为这对青春期女性感知和体育锻炼行为具有重要影响。女权主义研究人员还探索了女孩的感知和在体育教育背景下进行体育活动和体育的经历（Azzarito，href="#ref3" rid="ref3" class=" bibr popnode"> 2009 ； Azzarito等人，href =“＃ ref4“ rid =” ref4“ class =” bibr popnode tag_hotlink tag_tooltip“ id =” __ tag_327887468“> 2006 ; Evans，href="#ref21" rid="ref21" class=" bibr popnode"> 2006 ；希尔斯，href="#ref30" rid="ref30" class=" bibr popnode"> 2007 ）。此类研究通过关注有关性别的主流话语如何以狭窄的方式“构造”身体活动，探索了围绕女孩的身体活动的特殊含义和社会规范（例如，如果“女性化”，积极活动与外表理想交织在一起，则某些活动是适当的） （Azzarito等人，href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887481"> 2006 ；埃文斯，href =“＃ref21”摆脱=“ ref21” class =“ bibr popnode”> 2006 ）。与解释性研究结果类似，体育背景和课程通常优先考虑运动和比赛，重视男孩的技能和能力，并强调“适合”的狭义含义/定义（Flintoff和Scraton，href =“＃ref24” rid =“ ref24“ class =” bibr popnode“> 2001 ）。然后，女孩被置于一个悖论中，在其中他们必须协商自己的享受并发挥能力，但要在有关女性气质的文化要求范围内（Azzarito，href="#ref3" rid="ref3" class=" bibr popnode"> 2009 ； Azarito等人，href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887482"> 2006 ；埃文斯，href = “＃ref21” rid =“ ref21” class =“ bibr popnode”> 2006 ）。尽管提供的信息丰富，但上述文献倾向于否定探索或较少提及那些可能令人愉悦并赋予力量的东西青少年的体育活动和/或体育课程。如前所述，Dwyer等人的href="#ref18" rid="ref18" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887470"> 2006 发现，有些女孩积极地挑战女性“理想”并且能够重新协商这种性别定型观念，使他们更有可能参与体育运动。同样，Azzarito等人在href="#ref4" rid="ref4" class=" bibr popnode tag_hotlink tag_tooltip" id="__tag_327887490"> 2006 中也发现，女孩可能会积极地重新协商性别占主导地位的性别期望。学校体育环境。 Flintoff和Scraton，href="#ref24" rid="ref24" class=" bibr popnode"> 2001 还指出，女孩在体育活动之外的活动中经历了愉快的时刻。为了进一步了解女孩在体育活动中的经历，有必要进行进一步的研究，以便了解在他们的生活背景下体育锻炼的赋能和剥夺潜力。此外，如前所述，还需要进一步的研究，以在体育教育背景之外更广泛地探索体育活动。 id =“ __ p17” class =“ p”> Clark等人最近的解释性定性研究，href =“＃ref14” rid =“ ref14” class =“ bibr popnode”> 2011 探索青春期女孩的概念和体育锻炼的经历，凸显了考虑全面体验的重要性。活跃以及女孩的日常生活受到怎样的影响。与上述研究一致的是，克拉克及其同事发现，虽然体育活动是在狭窄的理想环境（例如外表，竞争）中定义和经历的，但他们也发现非结构性活动被积极地看待，因为它允许自我表达和创造力。要求进行进一步的研究，并继续关注各种情况下（即：不仅是体育教育），以便更好地了解并最终利用体育锻炼的潜力来积极影响青春期少女的生活。因此，本研究旨在通过更好地了解青春期女性在青春期早期的体育活动和体育活动方面的生活经验来扩展现有的定性研究。目的是从一个地理区域的参与者的观点/声音为读者提供一个更清晰的理解，即为什么女性青年参与率如此之低，以及体育锻炼可能带来的积极影响。以下研究问题指导了该研究： class =“ simple” style =“ list-style-type：none”> <！-list-behavior =简单前缀-word = mark-type = none -label-size = 2->
  • 1. id =“ __ p18”>青春期早期的女性青年对运动和体育锻炼编程的当前看法是什么？ < / li>
  • 2. id =“ __ p19”>女青年在青春期初期遇到了哪些体育和体育锻炼的经验，以及中青年女青年目前的看法是什么关于运动和体育锻炼？
  • 3. id =“ __ p20”>中晚期女性如何相信自己在青春期早期的经历如何影响其当前活动水平？
  • 4. id =“ __ p21”>身体不活跃的青春期女性对运动和身体活动编程的看法与身体活动相比如何？各个阶段内和跨阶段的活跃青春期女性青春期？
  • 5. id =“ __ p22”>从参与者的角度出发，什么是使青春期女性参与运动和体育锻炼的有效实践策略是什么？在青春期早期？
  • 6. id =“ __ p23”>青春期女性认为对其参与体育运动和体育活动很重要的问题，挑战或障碍是什么？ class =“ head no_bottom_margin” id =“ sec1-2title”>方法 id =“ __ p24” class =“ p p-first “>为了进一步了解青春期女性青年的观点并回答上述研究问题，本研究以解释性现象学（IP;参见Smith，href="#ref47" rid="ref47" class=" bibr popnode"> 2004 ）。 IP的基本假设是，参与者通过特定体验对他们的意义来理解他们的个人和社会世界（Smith和Osborn，href="#ref49" rid="ref49" class=" bibr popnode"> 2008 ）。为了获得这种理解，需要一种用于收集，分析和解释数据的特定方法。借助知识产权，通过数据收集和分析的解释性过程来强调研究人员的积极作用。 Smith，href="#ref47" rid="ref47" class=" bibr popnode"> 2004 概述了IPA的三个特征： （b）归纳法； （c）疑问句。数据分析从第一种情况开始，一直持续到达到饱和为止。在分析过程中，研究人员保持灵活并允许主题出现。最后，尽管每种情况都被认为独立于预想的假设，但通过讨论当前研究与范围文献之间的关系来整合结果。研究者的假设 id =“ __ p25” class =“ p p-first -last“>与IP方法保持一致，括号是需要考虑的重要过程。中括号是一个科学过程，研究人员可以中止他的“前提，偏见，假设，理论或以前的经验”（齿轮，href =“＃ref25” rid =“ ref25” class =“ bibr popnode tag_hotlink tag_tooltip” id =“ __ tag_327887480”> 2004 ，第1430页）。 Schinke和da Costa，href="#ref42" rid="ref42" class=" bibr popnode"> 2000 建议体育研究人员采取特殊措施来意识到自己的假设和偏见以及这些贯穿整个研究过程。为了进一步确定主观感知，首席研究人员在整个项目中采用了研究日志。

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