Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences of School Physical Education

By A. Flintoff, S. Scraton. 2001

411 citations recorded by the source corpus.

Subfields: Gender Studies, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fff42caa406c3b6db1fd8e468bb5ee776718742d

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Citations in the corpus

Understanding participation in sport and physical activity among children and adults: a review of qualitative studies. (2006, background): “Flintoff and Scraton [28] cited the disruptive influence of boys in PE class as another major reason for girls’ non-participation.”
Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport (2005, background): “(Andy) The perceptions young people have of teachers can influence their attitudes and feelings towards a particular school subject, including physical education (Groves & Laws, 2000; Flintoff & Scraton, 2001; Brittain, 2004).”
Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien: Co-Creating a Curriculum of Possibilities With Fifth-Grade Girls (2009, neutral): “For example, Flintoff and Scraton (2001) argue that girls are perceived as a problem in coeducational physical education classes because discourses of femininity are produced and reproduced in the educational environment.”
The educational benefits claimed for physical education and school sport: an academic review (2009, background): “It has also been argued that young women do engage in physical activities outside school despite negative perceptions of PESS (Flintoff and Scraton 2001).”
‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls (2010, background): “Historically girls have been constructed as ‘the problem’ for not engaging positively with the subject (Flintoff and Scraton, 2001; Rich, 2003, 2004; Wright, 1996).”
The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour (2008, background): “14 sports networks and partnerships to deliver broad social inclusion agendas, and a series of researchers have argued that the sport/physical activity environment can be both alienating and humiliating for some young people, particularly for those with little aptitude for sport (Williams and Bedwar”
The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: review and future directions. (2013, background): “These elements notwithstanding, boys have been found to obtain better grades than girls (e.g., Flintoff & Scraton, 2001).”
An Idiographic Analysis of Amotivation in Compulsory School Physical Education (2004, methodology): “The epistemological framework of this study was based partly on what Kvale (1996) and Patton (2002) labeled an orientational qualitative inquiry approach, and partly on an inductive analytic approach.”
Young people's views on the nature and purposes of physical education: a sociological analysis (2007, background): “This having been said, it should be noted that, as Flintoff and Scraton (2001) observed in relation to the young women in their study, while pupils strongly supported the provision of a greater choice of activities as part of core PE curricula during KS4, ‘in practice this was limited*because of…”
Re‐engaging disaffected youth through physical activity programmes (2006, background): “Yet, it has also been argued that physical education/school sport is failing to address the problem of youth disaffection, despite its potential to do so, and that the PE context can be, for many pupils, an environment conducive to alienation rather than re‐engagement (Ennis, 1999 ; Williams & Bedw”
Girls' participation in physical activities and sports: benefits, patterns, influences and ways forward (2004, background): “lxvii Hargreaves, J. (1994) Sporting Females: critical issues in the history and sociology of women’s sports.”
Fun and enjoyment in physical education: young people’s attitudes (2011, background): “Flintoff and Scraton ( 2001 ) found that a majority of girls did not enjoy the choice of activities on offer, the lack of physical challenge, clothing, physical education teachers’ attitudes and expectations of learners.”
When Physical Activity Participation Promotes Inactivity (2012, background): “For example, in Flintoff and Scraton’s (2001) study, girls reported having PE teachers merely interested in boys, with low expectations held on girl students and being sarcastic about their skill levels.”
Gender and Interest-Based Motivation in Learning Dance. (2003, background): “…as central experiences in order to establish an acceptable masculine identity (Gard & Meyenn, 2000), girls are struggling to negotiate their gender status that is ambiguous or contradictory to the social and cultural expectations in those sports and physical activities (Flintoff & Scraton, 2001).”
‘Happy and a bit Nervous’: the experiences of children with autism in physical education (2013, background): “Other sensory issues have emerged in research, although, for example, students spoke of how they disliked playing sports inbadweather (Smith&St. Pierre 2009; Flintoff & Scraton 2001).”
Physical education, youth sport and lifelong participation: the importance of early learning experiences (2005, background): “Flintoff and Scraton (2001) propose that while recent studies confirm the findings of earlier feminist research conducted in the 1980s, there appears to have been little progress towards resolving these issues.”
Situated Learning as a Theoretical Framework for Sport Education (2003, background): “In similar fashion to the critique of school mathematics, there is a large body of evidence to suggest that this decontextualized approach to PE disadvantages girls (Flintoff and Scraton, 2001; Williams and Bedward, 2001), particular ethnic groups (Benn, 1996; Vescio et al.”