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

Autor/inn/en	Kiley, Jill; Robinson, Daniel Bruce
Titel	Exploring the Factors That Influence Female Students' Decision to (Not) Enrol in Elective Physical Education: A Private School Case Study
Quelle	In: Alberta Journal of Educational Research, 62 (2016) 1, S.19-38 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Females; Decision Making; Enrollment Influences; Elective Courses; Physical Education; Private Schools; Case Studies; High School Students; Interviews; School Policy; Coeducation; Peer Influence; Parent Influence; Academic Achievement; Leisure Time; Physical Activities; Ecological Factors; Qualitative Research + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Decision-making; Entscheidungsfindung; Elective course; Wahlkurs; Körpererziehung; Sportunterricht; Private school; Privatschule; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Schulpolitik; Koedukation; Schulleistung; Freizeit; Ökologischer Ansatz; Qualitative Forschung
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. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01