2 0 0 4 , V o l . 1 0 , N o . 2 , p p . 1 - 1 6

Making physical education meaningful for young women:Case study in educational change

Sandra L. GibbonsUniversity of Victoria

Catherine A. GanIUniversity of Victoria

Convincing female students lo enrol! in physical education once it becomes an electivecontinues to challenge teachers and researchers. This paper discusses the experiences ofyoung women (N=24) in an elective Physical Education 11 course specifically designedto meet their needs, interests, and abilities. Three ethnographic techniques includingjournals, group discussions, and questionnaires were used to collect data. Three themesemerged from the data: (a) respectful and supportive class environment, (b) choice andvariety of lifetime physical activities, and (c) personal accomplishment. A curriculumdevelopment process that included the active involvement of students, teachers, andresearchers throughout all phases of the process from initial identification of the problemthrough to curriculum evaluation was utilized in this project. Insights gained from thisstudy can provide guidance for designing future relevant and effective interventions forpotentially increasing the participation rates of females in secondary school physicaleducation. Such behaviours may lead to possible life long involvement in physicalactivity.

Les enseignants et les chercheurs ont toujours de la difficulte a convaincre les jeunesfilles de suivre des cours d'education physique une fois que ces demiers deviennentoptionnels. Cette etude s 'interesse aux experiences de 24 jeunes filles inscrites a uncours optionnel d'education physique de 11' annee con^u specifiquement pour repondre aleurs besoins, leurs interets et leur niveau d'habiletes. Trois techniques ethnographiquesont servi. soit un journal, des discussions de groupe et un questionnaire. Les donneesrecueillies ont fait ressortir trois themes : (a) un contexte de classe respectueux etencourageant, (b) un hon choix d'activites physiques quipeuvent se pratiquer toute la vie,(c) les realisations individuelles. Dans le cadre de ce projet, on a eu recours a unprocessus d'elaboration de programme incluant la participation active des eleves, dupersonnel enseignant et des chercheures a toutes les etapes du processus, deI'identification initiale du probleme jusqu'a revaluation du programme. Les resultatss'avereront utiles a la definition d'interventions pertinentes visant a accroitre le taux departicipation des filles aux cours d'education physique au secondaire De telscomportements peuvent egalement engendrer un interet envers I 'activite physique quiperdurera toute la vie.

2 Young Women in PE

Promotion of lifelong active living is the ascribed aim for physical education programsin Canadian schools. However, convincing female students of the value of physicaleducation when offered as an elective continues to challenge teachers and researchers. InBritish Columbia for example, approximately 10% of female students, compared to 22%of male students, choose to enroll in physical education (PE) when it becomes an electivein grade 11 {British Columbia Ministry of Education, 2000). Recent statistics show that64% of female youth aged 12-19 in Canada are physically inactive (Candian Fitness andLifestyle Research Institute [CFLRl], 2001). In addition, the likelihood of beingphysically active in adulthood is reduced considerably if young women are not physicallyactive during their childhood and adolescent years (Shephard & Tnideau, 2000; Trudeau,Laurencelle, Tremblay, Rajic, & Shephard, 1999; Wallace, 2003). Considering theevidence ofthe positive contribution of physical activity to health in both the short termand long tenn, these are particularly disturbing statistics.

Female Students in Physical Education

Experts have identified school physical education as a critical area where interventionscan be employed to (a) halt the decline in physical activity, and (b) promote lifetimephysical activity beyond the high school years (Ernst & Pangrazi, 1999; McKenzie, 1999;Stone, McKenzie, Welk, & Booth, 1998; Wechsler, Devereaux, Davis, & Collins, 2000).Numerous researchers have suggested that the opportunities provided within manyphysical education programs might not be meaningful to, or motivating for, femalestudents (Brown, 2000; Ennis, 1995; Flintoff & Scraton, 2001; Gibbons, Wharf Higgins,Gaul, & Van Gyn, 1999; Humbert, 1995; Olafson, 2002; Park & Wright, 2000; Scantling,Strand, Lackey, & McAleese, 1995; Schofield, Mummery, Schofield, & Walmsely, 2002;Sleap & Wormald, 2001; Vertinsky, 1992; Wright, 1996).

The challenge of providing meaningful PE programs for young women is not unique toCanadian schools. Park and Wright (2000) and Schofield et al. (2002) for example,investigated the physical activity needs and interests of young women in Australia. Theresulting themes from the Park and Wright focus group interviews of 50 adolescentfemales emphasized the "importance of fun, friends and fitness in order to make physicalactivity more attractive to young women" (p. 17). Similarly, Schofield et al. suggestedstrategies for increasing the physical activity of Australian adolescent females shouldfocus on "frm, health, and skill improvement outcomes" (p. 21). They suggest furtherthat activity options for older adolescent females should include noncompetitive sportand exercise. Both groups of researchers suggested that current PE programs inAustralian secondary schools would have to make adjustments in both content andstructure to address these findings. Brown (2000) made a similar observation of PE inNew Zealand schools, suggesting specifically that a more diverse choice of physicalactivities beyond the traditional sport focus, along with a wider range of student centeredpedagogical options were necessary to include more female students in a meaningfulway. Brown also commented on the status ofthe new physical education curriculum inNew Zealand indicating that despite significant policy changes within the curriculumguide at the national level, which allow for more choice in both content and teachingstrategies, little had changed at the local school level.

Several researchers in Great Britain have also explored the physical activity needs andperceptions of adolescent women. In their analysis of information from focus groupinterviews with young women aged 16 and 17 years, Sleap and Wormald (2001) reportedthat whereas the participants appeared to readily acknowledge the value of a physicallyactive lifestyle, many spoke in very negative terms about their experiences in PEprograms in schools. Similarly, as a result of interviews with 21, 15-year old females onthe nature, purpose, and experiences of their physical activity experiences in and out ofschool, Flintoff and Scraton (2001) discovered that while the involvement of youngwomen in physical activity out of school seemed to be steadily increasing in Britain,these same women found it difficult to find clear rationale and purpose for participating

Gibbons & Gaul 3

in school PE. These authors described the young women's perception of PE was "at besta break from academic work; and at worse, an unnecessary imposition impactingnegatively on their academic studies, and one in which they rarely leamed new skillsuseful for their out of school lives" (p. 11). Findings by both groups of Britishresearchers emphasized the limited choice of activities within the PE programs as a majorsource of discontent. In addition, they suggested that many of the physical activities inPE programs were insufficiently linked to the needs and interests of the womeninterviewed. Flintoff and Scraton further highlighted the importance of local context,including culture ofthe school, and quality of teacher-pupil relationships in the design ofa meaningful PE experience for young women.

Researchers of the adolescent female physical education experience in Canadianschools have revealed findings similar to the Australian and British studies. In themid-1990's, Humbert (1995) examined the experiences of 50 young women (gr. 9-12) inan urban Canadian secondary school. Her results highlighted the importance thesestudents place on the desire to "have fun" in physical education. The notion of fundescribed by these students allowed for participation in nontraditional physical activities,a leaming environment with a reduced emphasis on competition, and use of moreindividualized assessment techniques. A second theme revealed the significance of arespectful social environment in physical education, emphasizing the importance offeeling safe and included.

Kilbom (1999) studied PE programs that successfully achieved a higher than averageenrolhnent of female students. Using focus group interviews, she gained insight fromyoung women (N=27) enrolled in two such senior elective PE programs in BritishColumbia. Both programs attracted female students at a rate of more than twice theprovincial average. High enrollment was defined as percentage equal to or greater thanthe average enrollment of male students (22%) in PE 11 in British Columbia secondaryschools. Three themes emerged from the focus group data: (a) fairness and equity, (b)meaning and value, and (c) have fun and take a break. The first theme emphasized theimportance that fairness and equity played in several aspects of their PE course, whichincluded having the opportunity for choice and input in the course, assessment andevaluation procedures, and respectful peer interactions. In the second theme, meaningand value were primarily defined in terms of course content. The young womenidentified as meaningful and valuable those physical activities that contributed to theirpotential to be physically active in the future (e.g., golf, kayaking, skiing, beachvolleyball). The theme of have fun and take a break emphasized the opportunity that PEprovided to be with their friends and take a break from the academic pressures ofthe day.

More recently, Olafson (2002) utilized a variety of qualitative methods including 46individual interviews and 3 focus group interviews to examine resistance to PE asexperienced by girls in grades 7 and 8. Two major themes emerged from the data:institutional harriers and looking good/being popular. The first theme emphasized thedislike participants had for both the content and structure of their PE classes. Describedas a multiactivity curriculum with an emphasis on team sports, the PE program these girlsexperienced made many of them feel weak and incompetent. A second theme focused onhow the school culture appeared to reinforce dominant definitions of femininity and waysof being female. The participants described the pressures they felt to look good and bepopular. These pressures were accentuated by tbe public nature of their PE class andconstant comparison the teacher made between the girls and their male classmates. In herdiscussion of possible ways to reduce female resistance to PE, Olafson suggested the useof learner-centered teaching sfrategies, and more choice and involvement in activitiesincluded in the program, along with the possibility of gender segregated classes.

The findings from several of the preceding studies show consistency in results fromtwo different perspectives. Whereas the participants in the Humbert (1995), Flintoff andScraton (2001), Olafson (2002), and Sleap and Wormald (2001) studies identified factorsthat turned them away from their respective PE programs, the young women in Kilbom's

4 Young Women in PE

(1999) investigation identified the aspects that drew them to the PE program. The latterresults provide promise that if the needs and interests of young women are met in PE,they will indeed willingly enroll and participate.

Curriculum Change in Physical Education

Findings in the preceding studies emphasize the complex interplay of contextual,pedagogical, and curricular factors that impact participation of young women in physicaleducation. These researchers suggest that if we want this impact on participation to bepositive rather than negative, then significant change in both content and structure ofphysical education programs is necessary and inevitable. Fullan and Hargreaves (1996)mention "successful change involves leaming to do something new" (p. 1). Differentcurriculum models for physical education have shown promising results towardimproving the experiences of female students. For example, several researchers suggestthat moving from a sport-based curriculum model to one that focuses on health-relatedfitness can better meet the needs of female students in physical education (Daie &Corbin, 2000; Dale, Corbin, & Cuddihy, 1998; Daley & Buchanan, 1999). Activeinvolvement of students, teachers, and researchers in the design and implementation ofthe PE curriculum for individual schools also shows promising results (Ennis, 1999;Gibbons, Van Gyn, Wharf Higgins, & Gaul, 2000; Gibbons et al., 1999; Wright,Patterson, & Cardinal, 2000).

The present project is grounded in several general conceptual underpinnings associatedwith educational change. Fullan and Stiegelbauer (1991) contend that the likelihood ofsuccessful educationai change increases when there is active participation of mainstakeholders. In this case, teachers and students are these stakeholders. Involvement ofteachers, at all stages of curriculum development, is viewed as a crucial factor forincreasing the potential success of new curricular initiatives (Fullan & Stiegelbauer).This factor exemplifies the idea that teachers bring a knowledge of, and appreciation for,the day-to-day relevance and practicalities of their subject and school context. In short,active involvement by teachers in the educational change process increases the likelihoodof success because it addresses the most common criticism teachers have of newcurricular initiatives, namely, relevance and practicality (Fullan & Stiegelbauer).

To date, involvement of students in curriculum development has primarily taken theform of participation in needs assessments and achievement tests. Typically, students areviewed as the primary beneficiaries of change rather active participants in the process orprimary stakeholders. Fullan and Stiegelbauer (1991) emphasize the potential positiveimpact of involving students in a more meaningful role in cuiricular change. They statethe following:

Effective educational change and effective education overlap in significantways. Involving students in consideration of the meaning and purpose ofspecific changes and in new forms of day-to-day leaming directly addresses theknowledge, skills, and behaviours necessary for all students to become engagedin their own leaming. (p. 190)

Paying particular attention to physical education, Ennis (1999, 2000) recommendsVygotsky's (1978) social constructvist approach as a productive path to curricularchange. According to Ennis (2000), social constructivists "emphasize the value of activeleaming within a viable social community as a critical component of student engagementand motivation" (p. 122). Ennis (2000) further describes tfiis approach as one in whichthe curriculum is "socially interactive by design and emphasizes the interdependent roleof individuals within a cooperative environment or community" (p. 122). Within theconstructivist approach, the role of the teacher is as designer and facilitator of authenticsituations in which students succeed in appropriately challenging tasks.Social-constructivist curricula "focus on identifying meaningful situations or eventssalient to students' lives and past experiences" (p. 123). Ennis (1999, 2000) suggests thatsuch an approach allows students to feel very real ownership of their leaming. The sense

Gibbons & Gaul 5

of ownership is accompanied by enhanced perceptions of success and motivation tocontinue.

The concepts associated with active and meaningful involvement of teachers andstudents in the process of educational change as just described provided the conceptualframework for the present study. These concepts guided changes made in a school's PEprogram in order to increase the participation of young women.

Background for Preseut Study

The present investigation follows a study (Gibbons et al., 1999) conducted to gaininsight into factors that may either discourage or encourage enrollment of adolescentfemales in elective grade 11 and 12 PE programs. In the 1999 study, the authors engageda group of adolescent females (A'=50) fi om 10 secondary schools in British Columbia ina discussion about their physical activity including their preferences, the perceivedbarriers to participation, their knowledge ofthe contribution of physical activity to health,and their perceptions of school PE programs. The analysis of these discussions revealedeight themes influencing students' decisions to enroll in elective PE programs. Thesethemes included (a) a need for improvement ofthe curriculum, delivery, and evaluationmechanisms characteristic of PE 8 to 10, (b) more choice and control in the determinationof physical activities, (c) emphasis on participation/effort rather than on skill performancein the determination of a student's grade, (d) creation of a positive social environment;(e) increased accessibility in the timetable, (f) PE to be valued as an important pursuit byschool administrators and guidance counselors, (g) inclusion of more health-relatedcontent, and (h) availability of timely information to make an informed decision aboutenrollment in PE 11. Results from this study were subsequently used to guide thedevelopment of curricular and administrative initiatives to address the needs, abilities,and interests of female students in PE 11 and 12 in a number of schools (see Figure I).The purpose of this paper is to discuss the experiences of female participants in one suchinitiative implemented in an urban senior secondary school in British Columbia.Vic High Physical Education Initiative

The aim of the BC Physical Education curriculum (British Columbia Ministry ofEducation, 1997) is to "enable all students to enhance their quality of life through activeliving" (p. 4). The prescribed leaming outcomes are designed to integrate the knowledge,skills, and attitudes that students are expected to demonstrate in PE. The existing PE 11program at Vic High had a high emphasis on the leaming outcomes associated with thedevelopment of physical activity skills (primarily team sport skills), with significantlyless emphasis on knowledge and attitude leaming outcomes associated with physicallyactive living. Very few female students (2-3 per year) have been attracted to thisprogram. Therefore a PE 11 course was designed (Women's Only Physical Education 11[WPE 11]) to better meet the needs, interests, and abilities of female students at VicHigh. Course structure and content was guided by four major factors including (a)themes from Gibbons et al. (1999), (b) provincial PE 11 curriculum guidelines (BritishColumbia Ministry of Education, 1997), (c) input from students in WPE 11 (N=24) asdetermined through surveys and regular class discussions, and (d) feasibility (e.g., cost,availability of facilities). The applicable themes from the Gibbons et al. (1999) studyincluded: more choice and control in the determination of physical activities, emphasis onparticipation/effort rather than on skill performance; creation of a positive socialenvironment; increased accessibility in the timetable; and inclusion of morehealth-related content. Compared to the existing co-ed PE 11 program, the WPE 11course at Vic High has the following features:

1. It is identified as a women's only course.2. Emphasis on lifetime physical activities including use of community

recreation facihties.3. Emphasis on health-related knowledge associated with physical activity.

Young Wotnen in PE

4. Emphasis on personal physical activity goals and participation.5. Social support strategies for encouraging of individual class members.

Figure 1Collaborative Curriculum Development Process

StudentsTeachers

Researchers

Goal:Increase female studentparticipatin in PE

CurriculumImplementation

WPEllWomen OnlyLifetime PhysicalActivitiesHealth Related PhysicalActivityPersonal Goals &Participation

StudentsTeachers

Researchers

CoherentCurriculum

Development

Valued Themes:• Respectful & Supportive• Choice & Variety of

Lifetime Activities• Personal Accomplishments

The course included a blend of lessons in the classroom, gymnasium, and communityrecreation facilities. The content of the classroom sessions focused on health-related

Gibbons & Gaul 7

concepts of fitness and physical activity (e.g., components of fitness, nutrition, stressmanagement), as well as behavioural skills such as goal setting, use of activity logs, andprogram planning. In the gymnasium, laboratory sessions focused on personalizedfitness training and assessment, self-monitoring, and instmction in a variety of lifetimephysical activities designed to meet provincial curriculum guidelines. Communityfecilities were also used for instmction of select physical activities (e.g., rock climbing,bowling, swimming). The overall design of course content was a collaborative processbetween the teacher and students, with the teacher providing a master list of activities andstudents making choices from this list. Students also used the opportunity to add to themaster list prior to selection.

The course was scheduled for the first block each day (75 minutes) in the springsemester (February - June, 2002). Within this timetable stmcture, a multiple activityblock schedule (rotation of three or more activities in a 5-day cycle) was used to maintaina high level of interest and motivation, provide a wide variety of activities, and allow forflexible scheduling of the off-campus activities. An overview of the course activities ispresented in Table 1.

Table 1.Categories of Course Activities

Personal &social

responsibilityLead a class

Lead awarm-upBulletin boards

Service bonus

Breakfast club

Team player

MysteryTours

Active health

Nutrition (3)

Personal fitnessevaluation (2)Active healthproject (3)Women in sport(2)Body image &media (2)

Disorderedeating (2)

Use of HeartRateMonitors (2)

Team activity

Softball (2-3)

Field hockey(2-3)Volleyball (5)

Indoor soccer(2-3)Flag football(2-3)

Teamhandball(2-3)Basketball(2-3)

Wallyball (2)

Minor games(2)

Individual ordual activity

Badminton (3)

Tennis (5)

Yoga (3)

10 pin bowling(3)Boot camp (3)

Weight training(3-5)

Squash (3)

Golf (3)

Boxercise (3)

Wrestling (3)

Outdoorrecreation

Mt. Finlaysonhike(l)Elk Lake (1)walk/mnRowing (2)

Curling (3)

Dragon boatpaddling(3)Indoor rockclimbing (2)

Garden City10 K walk/mn(1)Kayaking(2-3)

Note. The number in parentheses denotes the approximate number of classes designatedfor each activity.

The personal and social responsibility category provided the opportunity for bothleadership and social support activities throughout the term. For example, the first fouractivities in this category focused on leadership skills. Students were required tocomplete two of the four leadership activities. The Breakfast Club and team playeremphasized social support. The Breakfast Club allowed students to participate in an

8 Young Women in PE

optional scheduled weight training circuit in an early morning session prior to regularclasses. As part of the team player, students were placed on participation teams. Theteam was responsible for encouraging the regular attendance and participation ofindividual team members.

The active health category included a variety of special topics selected by the studentsand teacher at the beginning of the school term. The major intent of these activities wasto allow students to explore issues and gather information on topics that significantlyimpact their potential to be physically active and healthy. The team and individual ordual activity categories provided students with the opportunity to participate in a widevariety of activities. These were selected for their potential participation opportunities inthe local community beyond high school (e.g., boxercise, tennis, yoga, curling). Theoutdoor recreation category allowed students to explore some of the local outdooropportunities. Students were expected to participate in all activities that were scheduledduring regular class time. Activities scheduled outside class time (e.g., Garden City lOK)were optional.

The major focus on student evaluation was based on active participation in classactivities. Each student was expected to participate in class activities to the best of herability. Students also completed a variety of leadership and active health assignments,and several quizzes on the rules of game play (e.g., tennis scoring) as part of theevaluation process. Skill assessment was not part of the evaluation scheme.

Data Collection

ParticipantsParticipants included all female physical education students (N=24) enrolled in

Women's Only Physical Education 11 (WPE 11) at an urban senior secondary school(gr. 11-12) in a city in western Canada. The majority of participants enrolled in WPE 11during a course selection process that took place at the end of die preceding school year.During this process, school counselors and the PE teacher provided an overview of thedifferent PE courses (including WPE 11) that were to be offered in the upcoming schoolyear. WPE 11 was advertised as a new course in a pamphlet provided to all studentsprior to course selection. This pamphlet included a one-paragraph description of eachnew course offered in the school. The office of research administration at the affiliateduniversity granted human ethics approval for this research. All participants completed aninformed consent form prior to the initiation of the study.Ethnographic Techniques

Patton (2002) recommends the collection of data from multiple sources in order toimprove the trustworthiness and authenticity of the data. Glesne and Peskin (1992) alsosuggest that "the more sources tapped for understanding, the more believable thefmdings" (p. 24). Three ethnographic techniques including individual journals, groupdiscussions, and individual questionnaires were used to collect data in this investigation.

Individual Journals. The majority of the data in this investigation were obtained fromjournals kept by each of the 24 participants. The purpose of the journals was to gaininsight into the daily experiences of each participant for the entire duration of the course.Each student was provided with a journal that allowed her to record her thoughts andfeelings about experiences throughout the WPE 11 course. This process also encouragedstudents to reflect upon their performance in, and attitudes about, the course. The journalwas organized in a calendar format with space to record for each day. The followingthree opening lines were provided as headers in the recording space: "I learned...", "Ienjoyed/didn't enjoy...", and "Anything that comes to mind." Time was allocated forstudents to write in their journal each class, however, they were not required to makeentries each day.

Group discussions. Group discussions were completed during the final week of thecourse in order to allow participants to reflect upon and discuss different aspects of thecourse with their classmates and investigators. The discussion questions related to the

Gibbons & Gaul 9

five major features ofthe course including: (a) identification as a women's only course,(b) emphasis on lifetime physical activities including use of community recreationfacilities, (c) emphasis on health-related knowledge associated with physical activity, (d)emphasis on personal physical activity goals and participation, and (e) social supportstrategies for encouraging individual class members. As well, in small subgroups,students were asked to recall the activities throughout the semester and record their fivemost memorable experiences in the course.

Individual questionnaires. Also administered in the last week of the course, aquestionnaire asked students to record changes they would like to see in the course, oneof their most vivid memories fi^om the course, and their future physical activity plans.The purpose of these questions was to allow individuals an opportunity to provide inputon personally meaningful aspects of the course that they may not have had opportunity orwillingness to share in the group discussions.

Collecting data fi'om these three sources afforded the participants several differentways to tell about their experiences and facilitated triangulation of Ihe data. Typically,triangulation involves "corroborating evidence from different sources to shed light on atheme or perspective" (Creswell, 1998, p, 202).

Data Analysis

A content analysis was conducted on the data collected in this investigation. Patton(2002) describes a content analysis as a strategy that allows the researcher to identify coremeanings in Iarge amounts of data. In the determination of core meanings, the researcherfirst looks for pattems in the data. In order to provide meaning to these pattems they arefiirther delineated into more all-encompassing and defmed themes. The transcripts fi-omthe three data sources were analyzed for content and theme using the qualitative softwareentitled Q.S.R. NUD*IST (Non-numerical Unstructured Data Indexing Searching andTheorizing). This program is designed to manage, organize, and code data. This type ofsoftware program allows the researcher to manage large amounts of data whileminimizing distance fi-om the data (Wharf Higgins, 1998),

The analysis began with pattem coding and classifying each data source independentlyas part of the analysis (Morse, 1994). As multiple data sources were employed, datasource triangulation was used to examine the consistency of pattems across the datasources. This procedure allowed for the tracing of each coded item back to its originaldata source and the determination of whether pattems and themes were emerging acrossthe three data sources. As pattems and themes began to emerge across these data sources,each one was revisited several times to make connections between them (Morse, 1994).The project researchers, a research assistant, and data analyst were involved in thepreceding analysis process. Following this process, a draft report ofthe findings was sentto the project participants for verification. To fiirther enhance the credibility of thefindings, an individual not directly associated with the project but knowledgeable in thearea of the female student experience in PE made an independent review of thetranscripts from the data sources, coding procedures, and the resulting pattems andthemes. Three distinct themes emerged from the journals, questionnaires, and groupdiscussions. These themes are described in the following results.

Results

Each of the three themes identifies notable aspects of the experiences of the femalestudents involved in the course and investigation. Information related to one or more ofthe five features of this WPE 11 course are evident in each theme.Theme 1: Respectful and Supportive Learning Environment

One aspect of this class that really stood out at me was the overall maturity ofthe class. This is probably because we were treated like responsible adults. I

10 Young Women in PE

thought that was a great aspect of this class, I felt like a woman and not a kid.This made me want to do better and improve.

This theme figured prominently in the data. The notion of respect highlighted theimportance ofthe students feeling that their input was valued. This was evident in thefollowing comments

We got to personalize our class, which made me actually want to come to class.It didn't feel like a chore.We were treated with a lot of respect! We got to choose what we wanted to do.This class was left so wide open for our input and I felt so comfortable here. Icould express all of my opinions openly.

The notion of support was comprised of a blend of both social support from classmatesand the teacher, as well as what the participants perceived to be supportive evaluationprocedures. One student contended that she "felt encouraged to be fit" and exercising"with a positive group of people can be tons of fun," Another student provided thefollowing example

The relaxed atmosphere pushed me to do my best even with the new activities.I didn't need to worry about being graded on my skill or lack of skill. I believemotivation (lack of) is my biggest obstacle in the way of my fitness andexercise, if not my life. A lot of things that I used to enjoy I've lost interest in,but I still go to Breakfast Club, This may be because 1 don't feel I'm beingjudged or I have to live up to someone's view of you, or someone else'sstandards. It is competitive in the way that I want to be there every time but itis not the same kind of stressful competitiveness tbere is in team sports or withfiiends.

Theme 2: Choice and Variety of Lifetime Physical ActivitiesI loved the variety and being able to vote on what to do. And being able to getout ofthe gym and do things different fi-om all other PE classes.

The desire to have a wide variety of physical activities from which to choose, and inputinto these choices framed this theme. The notion of choice was evident in comments suchas

Choice! Choice as to what WE wanted to do as a class. This definitely affectedparticipation. It made the class more fun with everyone enjoying wbat we weredoing.Choice is not a part of regular PE classes and something that made this classbetter and unique.

The importance of variety to the participants was evident from three perspectives. Thefirst focused on the simple realization that personal fitness can take many forms. Onestudent commented that she leamed "it can be so fun and that there is so much variety tophysical fitness." Another student explained that

Some of the activities were nice and leisurely, like curling and yoga. Otheractivities were physically intense, but they were so much fun that I didn't feel"the PAIN." The biggest reason that I like this class is because we explorednew things - new and almost exotic forms of sport and physical activity. Thatwas a huge attraction for me because I was so bored with all the mundane gymactivities. This class gave me a chance to explore different aspects of fitness.Another attraction was that we weren't made to nm! This class proved to methat it is possible to get a good workout and have a lot of fxm at the same time.

Secondly, the participants were most appreciative of the opportunity to try physical

activities that they would not have tried if left to their own devises. The followingcomments are representative of this sense of appreciation.

I can see myself hiking and now that I bave an introduction to so manyactivities, I think I'll be more likely to participate in them again (i.e., squash,tennis).Tbis was my first time curling; I hope it isn't my last.

Gibbons & Gaul II

Without this course, rock climbing would have been too expensive for me to tryout and leam about - I would never have done it at all. Now rock climbing ismy favourite sport.Yoga was not something I would not have tried by myself but something that Inow love.I leamed many new sports and enjoyed many activities. I would mention to mydad what we were doing and he always expressed his jealousy, I'm glad to bein a program, which others envy. Thanks for letting us experience things Iwouldn't have otherwise done.

Finally, the preceding sentiments also extended into the participants' recognition ofthepotential for lifetime participation in many of the physical activities. The followingcomments demonstrate this awareness.

I enjoyed badminton more than I thought I would. I think I might try andpursue some badminton as a way to keep active after graduation.Rock climbing.,.I enjoyed for the week after and I improved vastly. I evenasked my parents to get me a membership.My dad plays squash and now I can play with him.

Theme 3: Personal AccomplishmentThe sense of accomplishment... a fit woman is a powerful woman.Fitness really is an ingredient for success in whatever you do.

Theme 3 highlighted the sense of personal accomplishment many participants felt as aresult of their participation in the WPE 11 course. In some instances, it was expressed asa memorable event. For example, a particularly memorable experience for severalparticipants was their participation in their first organized, community-wide 1 OK run.

Garden City 10K,..fell that I wanted to conquer and I did!I still can't believe I did the Garden City lOK!! The whole thing!lOK because I was SO proud of myself for doing it, and so thankful to havethat opportunity.Today 1 ran my FIRST prep 2K for the Garden City lOK.

Participants in the Breakfast Club (the optional early morning weight training circuit)expressed similar sentiments. One student commented Ihat, "I can feel myself gettingstronger after only two days of Breakfast Club."

Another student provided the following example:Breakfast Club is somewhat competitive for me (not with others) and it keepsme motivated. It boosts my confidence in that I know I can complete thecircuit and still have energy left after, even though I've worked very hard ...it'slike a little coffee or something in the moming that gets you jump started forthe rest ofthe day.

Finally, the sense of personal accomplishment was also evident in more generalstatements such as

I found it very rewarding because at the end of the day I had worked very hard,and there's the great feeling you get from knowing you gave your all.When I put my effort in it became really fiin.I played volleyball in grade 8, but wasn't very good I think I've grown intomy body or something because I'm better.I improved in batting from concentration in yoga. And I'm not just saying that.

Discussion

The purpose of this investigation was to examine experiences of young women in anelective PE 11 course specifically designed with their active input in both thedevelopment and implementation phases of the course. The multiple sources of dataprovided a rich base of information. We are confident that the daily journal coupled withthe group discussions and individual questionnaires gave us a consistent picture of

12 Young Women in PE

participant's thoughts and feelings throughout the course. Whereas the journals providedinformation over the entire term, the otiier two tools helped students reflect upon andshare particular aspects of their experience in WPE 11, For future research werecommend such a combination of etbnographic techniques because it allowed fordocumentation of each individual's experiences across several months along with bothindividual and group post course reftections and input. Our findings confirmed much ofthe previous work on the factors that contribute to young women either resisting orembracing participation in their physical education classes. In general, the findings areconsistent with the suggestion by Gibbons and Blacklock (1998) that in order for PE tobe a positive place for young women to leam they must "feel safe, find value, and feelvalued" (p. 3). Our fmdings also support the contention by Flintoff and Scraton (2001)that

teachers who can provide safe and supportive environments, who recognize theoften different aspirations and motivations amongst their pupils, and who listento their pupils, are more likely to be successful than those who subscribe tohierarchical, discipline-based relationships and traditional curricula andpedagogies, (p. 12)

The results from the present study indicate that if these particular needs are met, thenyoung women will indeed participate willingly and enthusiastically in physical educationclasses.

More specifically, the resulting themes from our investigation are consistent withKilbom's (1999) examination of several elective PE 11 courses with high enrollment offemale students. Prominent in both studies was the importance of both course contentand leaming environment. In terms of course content, participants emphasized the valueof experiencing a variety of physical activities, with a focus on those activities describedas having lifetime participation potential. In particular, the participants valued theopportunity to begin to make measured choices toward their ftiture physical activity.Similar to Kilbom, participants in the present investigation appreciated the opportunify toprovide input into the selection of activities in the course. This made them fbel that theiropinions were valued and respected. In both studies, this sense of respect and supportextended to the evaluation procedures and general class atmosphere. In our WPE 11,evaluation procedures were grounded in the concept of active participation for a varietyof personal goals rather than emphasizing the development of particular skills. Similarattention to evaluation procedures was also a predominant theme in Humbert (1995). Thesense of personal accomplishment mentioned by numerous participants was related toboth evaluation procedures and the supportive leaming atmosphere. Tbey did not appearto feel constrained by extemal expectations, and appeared to welcome the opportionity topursue their own physical activity goals. A class atmosphere that values the socialaspects of participating in physical activity with fiiends was a strong theme in the resultsof this investigation and has previously been well documented (e.g., Flintoff & Scraton,2001; Gibbons et al,, 1999; Humbert, 1995; Olafson, 2002, Scantling et al. 1995;Williams, Bedward, & Woodhouse, 2000), It appears that the social support provided byclassmates and teacher is as meaningful to many participants as the content ofthe course.

Our identification of the factors that may contribute to female resistance toparticipation is consistent with descriptions by Brown (2000), Flintoff and Scraton,(2001), Humbert (1995), and Olafson (2002), In particular, the PE programs described inthese studies were based on a multiactivity and sports curriculum model, Ennis (1995,1999, 2000) describes such a curriculum as based on a European male, middle-class,sporting model. She describes this particular model as characterized by "curricularstructures that produce multiple, short-duration units consisting of limited instruction andnumerous opportunities for highly skilled participants to engage in physical activity"(Ennis, 1999, p. 2). Ennis (1999) suggests that such a structure promotes "inequality andreproduces gender segregation and low-skill levels in both boys and girls" (p. 2).Vertinsky (1992) fiorther describes the sport-based model as one where male-definedstandards of power and strength predominate. In the sport-based model, Vertinsky argues

Gibbons & Gaul 13

that female students regularly receive messages about being weak and unskilled. Brown(2000) and Olafson (2002) both contend that by virtue of adopting a sport-basedcurriculum model, the official curriculum in physical education may structure obstaclesto participation in PE for many female students. In our investigation, the other PE 11course available at the same school utilized a sport-based curriculum. Very few femalestudents (2-3 each year) chose to enroll in this course. However, since this studyenrollment in WPE 11 continues to be strong and fully subscribed.

The curriculum the participants embraced in WPE 11 has many of the features of ahealth-related personal fitness model rather than the preceding sport-based model. TheWPE 11 course is similar in structure and content to a conceptual PE program describedby Dale et al., (1998). These authors describe conceptual PE as physical activity sessionsdesigned to help students leam fitness self-assessment, personal program planning skills,and a variety of lifelong physical activities, Tliese lessons are complemented byclassroom sessions designed to "teach students important concepts and facts aboutphysical activity and fitness as well as behavioural skills, such as journal writing, goalsetting, and program planning" (Dale, et, al., p. 99). Several features of WPE 11 reachedbeyond those associated with the health-related personal fitness model including thesocial supports strategies and the women's only nature ofthe course. These featuresemphasize that meaningful participation for those students involved in WPE 11 includedmore than choice of course content.

The results of our investigation provide valuable insight into strategies for increasingthe potential for successful educational change. This project involved the design andimplementation of a school-based initiative developed through active collaboration ofstudents, teachers, and researchers. While the investigators brought the researchexpertise to the project, the teacher and students possessed the experiential knowledgecritical to the utility of applied research. Active involvement of students and teachers, atall stages of curriculum development, is viewed as a crucial factor for increasing thepotential success of new curricular initiatives (Fullan & Stiegelbauer, 1991; Gibbons &Van Gyn, 1996), We endeavoured to adhere to this factor throughout the WPE 11project. Figure I provides a graphic of the process of curriculum development frominitial identification ofthe problem through to curriculum implementation and evaluation.The portion of the graphic above the dotted line shows the part of the process, whichprovided the initial background information for the WPE 11 course we have described.The activities below the dotted line represent the process from curriculum developmentthrough to implementation and evaluation phases described in this paper. Thepredominant boxes in both halves of the graphic represent the active involvement ofstudents, teachers, and researchers with arrows pointing to all areas in wbich each madeimportant contributions.

As mentioned, Fullan and Stiegelbauer (1991) emphasize the potential positive impactof involving students in a meaningful role in curricular change. In this project, if theWPE 11 curriculum was to meet the needs of adolescent females it was crucial to solicitinput directly from them at all stages of the development process. This involvementemphasizes the assertion by Fullan and Stiegelbauer that "students will participate in anyirmovation to the extent that they understand and are motivated to try what is expected"(p. 183). Our project emphasized teacher involvement by affording a teacher theopportunity to translate research results and hypotheses into specific practical actionwithin a school context. The teacher was able to utilize the results from the Gibbons etal. (1999) project to tailor the WPE 11 course for her students. The five features of WPE11 at Vic High translated the voices ofthe young women in the 1999 study into a specificpractical context. In essence, their voices were heard. In addition, the students enrolledin WPE 11 were actively involved in course development in a way that was consistentwith Ennis' (2000) description of social-constructivist curricula. The active involvementof students and the teacher as described in this project also allowed for the developmentof a coherent curriculum. Ennis (2003) suggests, "coherence or a sense of

14 Young Women in PE

interconnectedness is an essential element of an effective and worthwhile curriculum" (p.122). She further suggests that coherence is achieved when course content, structure, andlearning environment "consistently reflects the local context and participants' values" (p.122). Not only were the students involved in course development, but following the endof term many participated in sharing their experiences with other women consideringcourse selection for the coming academic year. The young women were "engaged in thecurricular situation because it reflected current elements of their lived experience, whilesimultaneously presenting tantalizing extensions they acknowledge as realistic futurepossibilities" (p. 123).

Our findings support the assertion by Ennis (1995) that curriculum change will beeffective and benefit all if teachers and students "negotiate a shared vision in which bothgroups contribute to an educational approach to physical education" (p. 456). Ourinvestigation expands this shared vision to include researchers. The active collaborationbetween researchers, students, and teachers allowed research to be applied in ameaningful way to a particular school context resulting in the creation of a PE programthat was inviting for young women and successful in increasing their performance,participation, and potential for future involvement in physical activity.

Conclusions

Drawing directly on the experiences of young women, the results of this study suggestthat it is possible to design a physical education program that is responsive to their healthand physical activity needs, interests, and abilities. Documenting the experiences of theyoung women in this course confirmed that they are willing to take responsibility fortheir own physical activity in meaningful and productive ways. Insights gained fi-om thisstudy offer guidance for designing relevant and effective PE interventions andinnovation. Significant possibilities exist for increasing the participation rates of femalesin secondary school physical education and possible lifelong involvement in physicalactivity. We also identified the critical step of actively seeking and then incorporatinginput from young high school women throughout a process of curriculum development.Further research directed at enhancing PE programs will benefit from the inclusion ofyoung female students. Their role as primary stakeholders in program development hasbeen clearly demonstrated. This is as important as the activities themselves in thepromotion of a genuinely meaningful and nurturing curriculum; its impact should not beunderestimated.

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