Girls and Physical Activity: A Multi-Method Qualitative Exploration

Abstract

The present study examined the multilayered social contexts that foster or hinder adolescent girls’ participation in physical activity. The current study consisted of two phases, prospective interviews followed by focus group discussions. The interviews utilized a guided, life history format with 7 girls of diverse backgrounds, ages 9-15 years old over a 4-year period. Key themes that emerged in the interviews were used to inform the focus group discussions. In total, 4 focus groups discussions were conducted with 13 girls of diverse backgrounds, ages 12-13 years old. Both the interviews and focus group discussions were transcribed and analyzed for themes using a constructivist grounded theory methodology. Data analysis was informed by the feminist theoretical approach, with an emphasis on social and contextual factors. The domains of school, family, peers, and embodied experiences of physicality emerged as facilitative contexts to engagement with physical activity during childhood. During adolescence, however, these contexts became barriers to physical activity. This study suggests that physical activity promotion programs for adolescent girls require multifaceted strategies, with a particular emphasis on the intersection of gender, socioeconomic status, and ethnocultural/racial heritage.

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