Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education
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.
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An experimental study showed that both boys and girls were similarly active during single-sex and combined games-play lessons.
“This latter finding was confirmed by an experimental study 77, which showed that both boys and girls were similarly active during single‐sex and combined games‐play lessons.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [77]
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- Authors
- Slingerland, M., Haerens, L., Cardon, G., & Borghouts, L.
- Affiliations
- Fontys University of Applied Sciences (NL)
- Ghent University (BE)
- Venue
- European Physical Education Review
- Publisher
- SAGE Publications
- Published
- 2013-08-02
- Volume
- 20
- Issue
- 1
- Pages
- 20-35
- ISSN
- 1356-336X (ISSN-L)
- 1741-2749
- OpenAlex
- W1966734775
- Cited by
- 56
- References
- 63
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 5 · 2023: 4 · 2022: 3 · 2021: 11 · 2020: 7 · 2019: 8 · 2018: 4 · 2017: 4 · 2016: 1 · 2015: 6 · 2014: 1
- FWCI
- 6.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Physical Education Review (publishedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion)
- Topics
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Social Psychology › Physical education and sports games research
- Keywords
- perceived competence, physical activity, basketball, middle school physical education, adolescent girls, moderate-to-vigorous physical activity, invasion games
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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