Tucker Center for Research on Girls & Women in Sport Nicole M. - - PowerPoint PPT Presentation

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Tucker Center for Research on Girls & Women in Sport Nicole M. - - PowerPoint PPT Presentation

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Tucker Center for Research on Girls & Women in Sport Nicole M. LaVoi, Ph.D. Diane Wiese-Bjornstal, Ph.D. University of Minnesota University of Minnesota TRENDS IN GIRLS PHYSICAL ACTIVITY Tucker Center for Research on Girls & Women

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Tucker Center for Research on Girls & Women in Sport

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Nicole M. LaVoi, Ph.D. Diane Wiese-Bjornstal, Ph.D. University of Minnesota

TRENDS IN GIRLS’

University of Minnesota

PHYSICAL ACTIVITY

Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Tucker Center for Research on Girls & Women in Sport

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Jeanne F Nichols Ph D Jeanne F. Nichols, Ph.D. Kelley K. Pettee, Ph.D. Barbara E. Ainsworth, Ph.D., MPH Arizona State University

PHYSIOLOGICAL &

Arizona State University

METABOLIC DIMENSIONS

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Topics Topics

  • Cardiorespiratory Fitness

Muscular Strength & Power

  • Muscular Strength & Power
  • Chronic Disease Prevention
  • Menarche

B H lth

  • Bone Health
  • Female Athlete Triad

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Cardiorespiratory Fitness Cardiorespiratory Fitness

  • Increased Longevity
  • U.S. Fitness Levels

– 1999-2000 NHANES

  • Weight Maintenance

– Treadmill testing – 7.5 million “low fit”

  • Health Benefits

Di b t

39 40

ml/kg/min Age (yrs)

– Diabetes – Heart disease

36 37 38 39 12 to 13 14 to 15 16 to 17

– Colon & breast cancer

35 36

Aerobic Capacity

18 to 19

50th percentile

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Muscular Strength & Power Muscular Strength & Power

Abilit t t f

  • Ability to generate force

– Strength, Endurance, Power

  • Health benefits

Weight control – Weight control – Chronic disease prevention

  • Increases through puberty

– Decreases in sedentary Decreases in sedentary – Maintained & increases in “actives”

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Chronic Disease Prevention Chronic Disease Prevention

  • Type 2 diabetes

Odds with Low Fitness

yp

– Almost ½ of new cases

Overweight Obese

– 85% overweight

Hypertension

  • CHD Risk Factors

– 1999-2002 NHANES

High Glucose Low HDL-C

1999 2002 NHANES – Higher Fitness – 2 fold inc overweight

Impaired fasting glucose Metabolic Syndrome

– 2 fold inc. overweight in lowest fitness

Metabolic Syndrome

0.9 1.0 2.0 3.0

Carnethon et al. JAMA 2005

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Menarche Menarche

  • Onset is 12.4 years

Onset is 12.4 years

– Often delayed in active girls – Risk of menstrual dysfunction

  • Early puberty

– Weight gain g g – Concerning behaviors

  • Smoking/drinking

B d di ti f ti

  • Body dissatisfaction
  • Eating disorders

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Bone Health Bone Health

  • Most important time
  • Most important time

to gain bone mass

11 14 yrs is greatest – 11-14 yrs is greatest – 90% by 17 yrs

  • Need 3 things

– Vitamin D – Calcium (1300 mg/d) – Physical Activity

  • 30, 45, 60 min/day

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Female Athlete Triad Female Athlete Triad

  • Disordered Eating
  • Disordered Eating

– Athletes 15-62% General 13 20% – General 13-20%

  • Menstrual Dysfunction

No menses by 15 yrs – No menses by 15 yrs – Irregular menses – Low energy intake – Low energy intake

  • Low Bone Mass

22% not accruing bone – 22% not accruing bone as expected

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Healthy Lifestyles Healthy Lifestyles

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Margaret Carlisle Duncan, Ph.D. University of Wisconsin-Milwaukee

SOCIOLOGICAL DIMENSIONS

y Tucker Center for Research on Girls & Women in Sport

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Sociological Dimensions Sociological Dimensions

1997 vs 2007 report: The social construction

  • f gender is still the most significant barrier

g g to girls’ participation in physical activity. Gendering practices:

  • The PE/PA curriculum

S ill d bj tifi ti

  • Surveillance and objectification

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Sociological Dimensions Sociological Dimensions

The PE/PA curriculum

  • The “problem with girls”

The problem with girls

  • The “hidden curriculum”
  • Girls’ perspective

Designing girl-friendly physical activity programs

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Sociological Dimensions Sociological Dimensions

The surveillance and objectification of female bodies:

  • The “beauty” ideal

Th i t ifi ti f ill t b t

  • The intensification of surveillance at puberty

Challenging the culture of surveillance

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Sociological Dimensions Sociological Dimensions

Conclusion: Girls are not the “problem,” the gender order is: g PE & PA i t t it f d i

  • PE & PA are important sites for gendering
  • Gender may be constructed otherwise

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Diane Wiese-Bjornstal, Ph.D. University of Minnesota

PSYCHOLOGICAL

y

DIMENSIONS

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Psychological Dimensions Psychological Dimensions

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SELECT FINDINGS: PSYCHOLOGY

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Cognitions: Cognitions:

What do girls think about physical activity?

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Are Girls Interested? Are Girls Interested?

I t t d i t th t i l l

  • Interest and importance that girls place
  • n physical activity influence current and

future activity choices future activity choices (Fredricks & Eccles, 2004)

  • Perceived importance of physical activity

is a stronger predictor of participation than is a stronger predictor of participation than interest (Fredricks & Eccles, 2002; 2005) Girls are as “interested” in sport

  • Girls are as “interested” in sport

and physical activity but see it as somewhat less “important” as somewhat less important in their lives than do boys

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Why Do Girls Participate? Why Do Girls Participate?

  • Why youth participate in sport: (Weiss & Ferrar Caja 2002)
  • Why youth participate in sport: (Weiss & Ferrar-Caja, 2002)

– physical competence or adequacy – social acceptance and approval social acceptance and approval – enjoyment

  • Why youth stop

stop participating in sport: (Weiss 2000; Why youth stop stop participating in sport: (Weiss, 2000;

Weiss & Ferrar-Caja, 2002)

– not developing or demonstrating competence – not feeling socially accepted – not enjoying experience or having fun b i h d ( i j h t t – being harmed (e.g., injury, hurt esteem, hurt feelings)

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How Competent Do Girls Feel? How Competent Do Girls Feel?

  • Age

– Younger children more optimistic, older g p , children more realistic in physical competence evaluations

  • Gender

F l hildh d th h d l – From early childhood through adolescence girls perceive themselves as less h i ll t t th b physically competent than boys

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Affect: Affect:

What do girls feel about physical activity?

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Do Girls Enjoy Physical Activity? Do Girls Enjoy Physical Activity?

  • Fun is most prevalent reason children and youth

Fun is most prevalent reason children and youth give for participating in sport (PCPFSR,1997)

  • Enjoyment:

Enjoyment:

– Includes optimal challenge, mastery, social connection, intrinsic pleasure, positive reactions from

  • thers, skill improvement

– Is strongest predictor of sport commitment (Weiss, 2003)

T k i t ti li k d t t j t

  • Task orientation linked to greater enjoyment

(Vlachopoulos et al., 1997)

– Value personal improvement and task a ue pe so a p o e e t a d tas mastery

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What Aspects are Stressful for Girls?

  • Antecedents of state anxiety

– Personal: high trait anxiety, low self-esteem, low confidence, low perceived ability – Situational: individual sports, losing, more parental t it ti i t i t d pressure, greater situation importance, ego-oriented climates

A t d t f b t

  • Antecedents of burnout

– Excessive performance expectancies, limited control over one’s sport participation control over one’s sport participation, perceptions of stress and anxiety

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What Are the Cognitive and Emotional Benefits?

  • Mental health

– Regular physical activity of benefit to mental health

(St i t l 2000) (Steiner et al., 2000)

  • Treatment adjunct

R l h i l ti it i t t dj t t t l – Regular physical activity important adjunct to mental health treatment for depression, anxiety

C iti f ti i

  • Cognitive functioning

– Regular physical activity linked to improved l iti f ti i general cognitive functioning (Etnier et al., 1997)

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Social Climates: Social Climates:

How do they affect girls?

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Parent Climates Parent Climates

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How Do Fathers Affect Girls? How Do Fathers Affect Girls?

  • Fathers influence daughters’ sport competence

g p p and value beliefs more than mothers (Fredricks & Eccles,

2002)

  • Types of influence affect consequences for

Types of influence affect consequences for daughter

– Female soccer players who perceived fathers to be involved but exerting low amounts of pressure reported greater enjoyment and exerting low amounts of pressure reported greater enjoyment and motivation for soccer participation than girls who perceived high pressure and involvement from own fathers (Babkes & Weiss, 1999)

  • Involvement of fathers typically takes more direct
  • Involvement of fathers typically takes more direct

and active role (e.g., as coach) (Fredricks & Eccles, 2005)

– 27% of fathers coached their child’s sport team p – < 4% percent of mothers coached their child’s team

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How Do Mothers Affect Girls? How Do Mothers Affect Girls?

  • Mothers more often parent most closely

Mothers more often parent most closely associated with daughter’s sport participation and typically ones to first enroll her in sport programs

– Davison, Cutting, & Birch (2003); Green & Chalip (1997); Weiss & Hayashi (1995); Wolfenden & Holt (2005)

M th i i ifi tl l i ti

  • Mothers engage in significantly more logistic

support than do fathers

– E g mothers provide transportation uniforms and – E.g., mothers provide transportation, uniforms and apparel, snacks, team manager

  • Girls want female role models, would

benefit from “active role” mothers

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Leader Climates Leader Climates

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How Do Ego Involving Leader Climates Affect Girls?

Ch t i d b

  • Characterized by:

– punishment for mistakes and poor performance diff ti l t t t f d f iti t d hi h – differential treatment of and favoritism toward high- ability participants – excessive competition among participants – excessive competition among participants

  • Related to undesirable psychological

consequences: (Smith et al

2005)

consequences: (Smith et al., 2005)

– greater anxiety – lower enjoyment and satisfaction lower enjoyment and satisfaction – more negative relationships with others in the physical activity environment

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How Do Task Involving Leader Climates Affect Girls?

Ch t i d b

  • Characterized by:

– leader reinforcement for improvement and effort – peer support – peer support – belief in the value and role of all participants

  • Related to desirable psychological outcomes:

Related to desirable psychological outcomes:

(Galloway, 2003; Smith, Fry, Ethington, & Li, 2005)

– greater enjoyment – greater satisfaction – greater satisfaction – intrinsic motivation – positive relationships in physical activity p p p y y environment – less anxiety

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Peer Climates Peer Climates

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What Kinds of Sport Friendships Do Girls Have?

R l t d t

  • Related to:

– self-perceptions, enjoyment, and motivated behavior in physical activity (S

ith 2003 W i & St t 2004)

in physical activity (Smith, 2003; Weiss & Stuntz, 2004)

  • Dimensions include:

self esteem enhancement and supportiveness loyalty – self-esteem enhancement and supportiveness, loyalty and intimacy, things in common, companionship and pleasant play, conflict resolution, conflict (McDonough & y

Crocker, 2005; Weiss & Smith, 1999)

  • Desired qualities: (Weiss et al., 1996; Weiss & Smith, 2002)

Girls somewhat more so than boys cite – Girls somewhat more so than boys cite supportiveness, emotional support as important dimensions of friendship quality

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What Should Peers Do? What Should Peers Do?

  • Support each other

– Young people who perceive greater support for their physical activity from their friends are more active

(Duncan, Duncan, & Strycker, 2005)

  • Watch each other
  • Watch each other

– Having parents, siblings, and friends watch sport participation is motivating (Duncan et al

2005; Shields

participation is motivating (Duncan et al., 2005; Shields,

Bredemeier, LaVoi, & Power, 2005)

  • Recognize each other’s

g accomplishments

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Summary of Findings: Girls Summary of Findings: Girls…

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Diane Wiese-Bjornstal, Ph.D. Nicole M. LaVoi, Ph.D. U i it f Mi t

RECOMMENDATIONS FOR BEST

University of Minnesota

PRACTICES, PROGRAMS, POLICIES, AND FUTURE RESEARCH AND FUTURE RESEARCH

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BEST PRACTICES

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Encourage Multiple PA Sources Encourage Multiple PA Sources

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Create Optimal PA Contexts Create Optimal PA Contexts

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Build Positive Outcomes Through PA

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PROGRAMS

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Sample Programs Sample Programs

h C S S Program or Approach Context or Focus Sponsor or Source VERB Campaign Increase PA among Tweens USDHHS, CDC Action Schools! BC School Action Plans British Columbia Action Schools! BC School Action Plans British Columbia GoGirlGo! Wellness Curriculum Women’s Sports Foundation GirlSports Teaching Sport Skills Girl Scouts USA Girl Power! Healthy Lifestyles USDHHS New Moves Alternative PE Program U of M, Sch. of Public Health LEAP School Based Intervention CSHP model of CDC TAAG School & Community Interv. Multiple testing sites First Tee Development Life Skills USGA First Tee Development, Life Skills USGA Girls on the Run (GOTR) PYD through Running Nonprofit Tucker Center for Research on Girls & Women in Sport

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POLICIES & FUTURE RESEARCH

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Policies & Research Policies & Research

Policies Future Research

  • Legislation

– PLAY Everyday Act

  • Early participation

influences on lifespan PA

– FIT Kids Act

  • Reports
  • Physical activity and

cognitive performance

– Healthy People 2010 – Building “Generation Play”

Conferences & Summits

  • Outcomes of girl-focused
  • r girl-only programs
  • Conferences & Summits

– Action Summit on Obesity, Mayo Clinic

  • Alternative curricular

models of PE L it di l i t f

y – Physical Activity in Contemporary Education Conference

  • Longitudinal impact of

girls’ PA on health & chronic disease

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Conference

chronic disease

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MULTIDISCIPLINARY MODEL: EVIDENCE-BASED APPROACH

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