Gender Differences in Adolescents' Attitudes Toward School Physical Education

Transcription

1 JOURNAL OF TEACHINO IN PHYSICAL EDUCATION, 99., M Gender Differences in Adlescents' Attitudes Tward Schl Physical Educatin Mira D. Luke and Gary D. Sinclair University f British Clumbia The purpse f this study was t identify and examine the ptential determinants f male and female adlescents' attitudes tward schl physical educatin. Students (N=SS), randmly selected frm fur large metrplitan schls, were asked t cmment n their schl physical educatin experience frm kindergarten thrugh Grade 0. A systematic cntent analysis was used t categrize these respnses. Three main questins were addressed: What factrs in the K-0 physical educatin experience f male/female students cntribute t the develpment f psitive/negative attitudes tward physical educatin? Are these factrs different fr males and females? Are they different fr students electing t take schl physical educatin? Five main determinants f attitude were identified in ranked rder: curriculum cntent, teacher behavir, class atmsphere, student self-perceptins, and facilities. Overall, male and female students identified the same determinants in the same rder f pririty. Adlescence is usually defined as the perid f transitin frm childhd t adult status, a time ripe with pssibilities t becme a fully functinal and capable individual. It is a time when persnal limits are explred and lifetime attitudes and patterns f living begin t be established. Fr this reasn there is current cncem abut the lw levels f fitness amng adlescents and their attitudes tward physical activity, as these factrs are cnsidered t be crucial in the develpment f a healthy and active adult lifestyle. Research has indicated a dramatic drp in fitness levels and an increase in health prblems during the adlescent years (Bailey, Mirwald, Faulkner, Fairbum, & Owen, 98; King, Rbertsn, & Warren, 98). This infnnatin has influenced many cuntries' gvemments t launch majr initiatives t increase the physical activity and physical fitness level f this segment f sciety (British Sprts Cuncil, 989; Fitness Canada, 988a; U.S. Department f Health and Human Services, 98). Such initiatives have included natinal cnferences. Mira D. Luke and Gary D. Sinclair are with the Schl f Physical Educatin and Recreatin, 08 University Blvd., University f British Clumbia, Vancuver, BC, Canada VTW.

2 LUKE AND SINCLAIR gvemmeiit reprts, fitness agendas, and physical activity implementatin strategies. Each has attempted t prmte physical activity amng adlescents. Hwever, despite these initiatives, research fmdings cntinue t indicate that adlescents' activity level decreases with age and that adlescents are chsing t pt ut f schl P.E. prgrams nce the subject becmes elective (Earl & Stennett, 987; Fitness Canada, 988b; Gdin & Shephard, 98; King, Rbertsn, & Warren, 98). An additinal cncem is the indicatin that adlescent females are nt as fit as males, that fewer females are participating in schl physical activity prgrams, and that females are nt encuraged t participate in physical activity t the same extent as males (Dahlgren, 988). Because adlescents' attitudes tward physical educatin are likely related t their decisins t participate in schl P.E. prgrams, the identificatin f thse factrs assciated with the students' chice t elect r avid schl physical educatin culd prvide useful infrmatin t teachers wh wish t imprve the appeal f their curricular cntent and instructinal practices. Several studies have investigated the attitudes f secndary schl students tward physical educatin, and sme have suggested the ptential determinants f such attitudes (Earl & Stennett, 987; Figley, 98; Rice, 988). Hwever, n study has fcused specifically n the ptential determinants f the attitudes f adlescent male and female students tward physical educatin r n the difference between the attitude determinants f students electing t take physical educatin as a schl subject and thse electing nt t d s. The intent f this study was t identify the ptential determinants f adlescent attitudes tward physical educatin fr fur grups f students: males wh elected physical educatin, females wh elected physical educatin, and males and females wh did nt. Students frm Grade classes f fur large secndary schls in a metrplitan area were asked t cmment n their schl physical educatin experience frm kindergarten thrugh Grade 0 and t identify thse events that caused them t like physical educatin and thse that caused them t dislike it. Three main questins were addressed in this study: What factrs in the K-0 physical educatin experience f male/female students cntribute t the develpment f psitive/negative attitudes tward physical educatin? Are the factrs identified in the K-0 physical educatin experience different fr males and females? Are they different fr students wh chse t take r nt take pbysical educatin when ffered as an elective subject? Subjects Methdlgy and Prcedures The subjects fr this study were 88 Grade secndary schl students wh had recently decided either t elect r nt t elect P.E. as part f their prgram fr that year. These males and females came frm fur schls in a large metrplitan area in Canada. Each schl fllwed the same prvincial physical educatin curriculum guide, which recmmended a brad ceducatinal prgram cnsisting mainly f games, dance, gymnastics, and fitness activities. Each schl had similar physical educatin facilities and equipment. The P.E.

3 GENDER DIFFERENCES prgram at the secndary level was taught by experienced physical educatin specialists, bth male and female, and the majrity f the classes were ceducatinal. The subjects had all taken P.E. as a required curriculum area every year frm kindergarten n and thus had cnsiderable expsure t the "schl physical educatin experience" by Grade. At the elementary schl level, mst P.E. classes were taught by classrm teachers, and all classes were ceducatinal. Instrumentatin The data cllectin instrument cnsisted f tw parts: a shrt questinnaire requesting demgraphic infnnatin and a critical-incident reprt frm (Flanagan, 9). The critical-incident reprt methdlgy had been successfully used in previus studies fcusing n student attitudes (Figley, 98; Schempp, 98) and was cnsidered t be a useful technique in that it' 'btains a recrd f specific behaviurs frm thse in the best psitin t make the necessary bservatins and evaluatins" (Flanagan, 9, p. ). It is an pen-ended instrument that allws each student t cmment freely n selected events in their physical educatin experience. Data Cllectin Data were cllected frm each f the fur schls ver a -week perid at the start f the schl year. Prir permissin t cnduct the study had been btained frm the schl district, the fur schl principals, and the Grade P.E. specialist teachers f thse students invlved in the study. The questinnaire and the critical-incident frm were administered n the same ccasin. The students required apprximately 0 minutes t reflect n their physical educatin experiences and specify thse factrs that caused them t have psitive r negative attitudes tward physical educatin. Data Classificatin and Analysis Fllwing data cllectin, the investigatrs classified students' cmments int meaningful categries. These categries were determined thrugh a cntent analysis prcess in which the wrds and phrases used by the students were gruped int minr categries, which were subsequently gruped int larger units, r majr categries. Bth majr and minr categries were cnsidered as the determinants, identified by the students, f either psitive r negative attitudes tward physical educatin. By gruping the related wrds and phrases ccurring in the students' respnses, 8 minr determinants were established, and these were then gruped int majr determinant categries. An example f the cntent analysis prcedure fr ne psitive and ne negative statement is prvided in Figure. In ttal, the 88 students reprted,78 determinants (, psitive and, negative), an average f apprximately 7. determinants per student. The reliability and the validity f the categries as data classificatin schemes were ensured by tw prcedures. T establish the validity f the categries, the investigatrs and an experienced secndary schl teacher individually classified a randm sample f questinnaires, refining the classificatin system until a 90% agreement was achieved. The secnd prcedure invlved the investigatrs' classifying a randm sample f the questinnaires n tw ccasins, weeks apan. A reliability scre f 8% was btained.

4 LUKE AND SINCLAIR. Please tell us abut the event r events that yu have experienced in the past, frm kindergarten t Grade 0, that have caused yu t like physical educatin. Facilities -utdrs Perceptin f Self -cmpetence Atmsphere -release -knwledge \\ I like the ut^ekjrs; it clears my head when I'm angry. I have learned and imprved in many f sprts in which I enjy. I like hw teaches because he/she shws yu the activities and participates in sm^f the games, making it mre challenging and way mre fun. ' Atmsphere ^J -enjyment -challenge,. Please tell us abut the event r events that yu have experienced in the past, frm kindergarten t Grade 0, that have caused yu t dislike physical educatin. Teacher -management Teacher -style Teacher -safety -t lng There isr^enugh time t shwer. Sme activitiesllragn t lng, espeprally tennis, which I enjy ccasinally. Sme teahei:s dn't shw yu hw t d it after they have explained it, and slight injuries are caused. Figure Determinants f attitude tward physical activity: Cntent-analysis example. The data were analyzed by calculating the frequency and percentage f nmjr and minr determinants fr the fur grups namely, males electing t take P.E., males electing nt t, females electing t take P.E., and females electing therwise. The cmpsitin f these fur grups is displayed in Table. Results and Discussin Thrughut this study, psitive and negative determinants were cnsidered separately and fr this reasn are presented separately in each f the fllwing tables. Tables and prvide a rank rder f the psitive and negative determinants fr the fur grups. Tables and cntain die frequency and percentages

5 GENDER DIFFERENCES Table Cmpsitin f Sample: Frequency and Percentage Grup N % gender % ttal grup Males electing t take PE Males electing nt t take PE Females electing t take PE Females electing nt t take PE Table Rank Order f Determinants f Psitive Attitudes fr Fur Grups Rank rder Categry Male (PE) Male (n PE) Female (PE) Female (n PE) Tital grups Atmsphere Self-perceptin Teacher Facilities Other Table Rank Order f Determinants f Negative Attitudes fr Fur Grups Rank rder Categry Male (PE) Male (n PE) Female (PE) Female (n PE) TOtal grups Teacher Atmsphere Self-perceptin Facilities Other

6 LUKE AND SINCLAIR in - CD r-- r^ cb T-^ 00 * in e in I IV- e >- Tt - * ^ 0 CL O C\I en CD CD CD ci CM W IV.' in ^ ^ CM CD in c» >- 00 in (D Tt.-.- C C) 00 ed O Tj. ^~ in CM T- c in <n rv CM (D C^ -r- CM in "^ CD hv in Tt 00 CM Tt m O) a> Q. C ra I* in T- CM * * K Tt W m CM 8 r^ ^ Tt 00 m ^ CM 00 rv. in Tt IV. CM (D O> h- 00 r*^ r^ ^ CVJ m y~ Oi in f- "ft Oi f- (0 Q. O k. 'IJ O u. " (0 0) T ttitu < a> _> D) a>.^ ra I m c<b E SOT " CD ircer V Q. "O c - c Tt rv e in cn in CM en 00 cn CM CM CM s in CM Tt CM CM T CJ ec> CM c s 0 ep e Tt Tt - 00 e e CM rv! Tt..- Tt rv. > T- T" <D rv Tt Tt CM 00 CM. - m CM Tt en in 00 CM en cn CJ in.q (0 0) in CM CM T- 00 ^ in m ^ en in - Tt LLI vp a. Male CVJ > Tt in CM 7 ; 8 rv. fv. in IV. in =«= ep ej) en d CM CM T-: CD r^ en-r- <D ^ en = Q. cd) ^.C O,_ U) Q. m (D 0 ra O < H u. O I- S? :her Self- perceptin CL < Facilities

7 GENDER DIFFERENCES 7 f Statements fr the six majr determinant categries. The fur highest ranked minr determinants reprted by males and females fr each f the six majr determinants are presented in Tables and 7. A cmparisn f psitive and negative minr determinants fr male and female students in made is Table 8. The average number f psitive and negative determinants reprted by each f the fur grups is cmpared in Table 9. The rank rder f the six majr determinants revealed that curriculum cntent was regarded as the mst influential determinant f bth psitive and negative attitudes fr all subjects (Tables and ). was identified as the tp-rated determinant f psitive attitudes by 9.% f males electing P.E., 9.% f the males nt electing P.E.,.% f females taking P.E., and.% f females nt electing P.E., a ttal cunt f.7% f all respnses (Table ). As a determinant f negative attitudes, curriculum accunted fr apprximately 9% f all respnses (Table ). These results suggest that curriculum is the mst influential factr in the develpment f bth psitive and negative attitudes tward physical educatin, regardless f students' gender and regardless f whether they elect r avid schl physical educatin. The highest percentages f respnse t the curriculum categry were frm females electing nt t take P.E.:. % f their respnses identified curriculum cntent as a determinant f psitive attitudes, and.8%, as a determinant f negative attitudes (Tables and ). Fr this grup it wuld seem that the curriculum area is an even greater determinant f attitude than fr the ther three student grups. Except fr males chsing nt t take physical educatin, all grups reprted a greater percentage f statements identifying curriculum as a psitive determinant f attitude rather than a negative determinant. Tables and 7 prvide a listing f the fur highest ranked minr determinants f psitive and negative attitudes fr males and females. It is very interesting t nte that f the curriculum-related minr determinants that culd have been selected, the same were identically selected and ranked as determinants f psitive attitudes by bth males and females. Als, determinants were identically ranked by males and females as determinants f negative attitudes. The prbability f these similarities ccurring is slight, particularly when the subjects invlved have been expsed t a brad P.E. curriculum ver a perid f 0 years and with a variety f teachers, instructinal appraches, and physical educatin settings. Overall, the highest psitive supprt was fr team games in the curriculum (9.% f statements), althugh this was als identified negatively by sme students (.9% f statements). Reference t specifically named individual and dual activities and t mre general descriptrs f sprt and games indicated strng supprt fr this cntent area. Male students indicated that they enjyed leaming rules, techniques, and strategies that added t their knwledge f physical educatin; female students identified aquatics as an area they enjyed. Fr bth males and females, three determinants related t fitness develpment were identified as cntributing t negative attitudes. Running activities, specifically lng runs, and fitness testing were viewed very unfavrably. If this finding is supprted by ther studies, it is cmcial that teachers fmd new ways f presenting running activities and explre different appraches t fitness testing

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10 0 LUKE AND SINCLAIR Table 8 Cmparisn f Psitive and Negative Minr Determinants fr Male and Female Students Majr determinant Minr determinant Male % Rank Female % Rank Psitive Self-perceptin Atmsphere Atmsphere Negative Teacher Teacher Facilities Atmsphere Self-perceptin Facilities Team games Health Enjyable Ind./dual activities Sprt/games Freedm Decisins Evaluatin Weather Lng runs Enjyable Health Running Team games Clthing g Table 9 Cmparisn f Average Number f Psitive and Negative Determinants Reprted by Each Grup Grup Psitive Negative Male PE NPE Ttal Female PE NPE Ttal in rder that high levels f fitness may be achieved withut the deteriratin f attitude that des little t cntribute t lifelng fitness and physical activity habits. Current prgrams may be meeting shrt-term gals f imprving physical fitness while failing t achieve the gal f lifelng physical activity invlvement.

11 GENDER DIFFERENCES Overall, it is evident that, in this study, curriculum is the mst crucial determinant f psitive and negative attitudes fr males and females and fr thse chsing physical educatin and thse wh d nt. This apparent lack f difference between male and female attitudes is supprted in results frm ther studies by Kegh (9) and Simn and Smll (97). The placing f curriculum as the highest ranked determinant f attitudes is supprted by Figley's study (98), which als placed curriculum as the highest ranked determinant f negative attitudes and the secnd highest ranked determinant f psitive attitudes. N previus studies exist t supprt r refute the finding that bth thse electing t take physical educatin and thse electing nt t identify the area f curriculum as the majr determinant f their psitive and negative attitudes. Because mst teachers have cnsiderable chice ver the curricular cntent f their P.E. prgrams, this is an area where the teacher plays a vital rle in the prcess f attitude change. Much culd be dne in future P.E. prgrams t identify and change thse aspects f the curriculum resulting in negative attitudes and t build n thse aspects resulting in psitive attitudes. Atmsphere The atmsphere within physical educatin was identified as the secndranked determinant f psitive attitudes by males and females and by thse electing t take physical educatin and thse chsing nt t (Table ). Of the fur grups, the atmsphere, r tne, in the class seemed mst imprtant fr males taking P.E. (.% fthe statements) and fr females nt taking P.E. (.% fthe statements). In ttal, this determinant accunted fr apprximately % f the statements (Table ). As a determinant f negative attitudes tward physical educatin, atmsphere ranked furth fr all grups, except fr males taking P.E., fr which it ranked third (Table ). Bth males and females sught enjyment r fun frm their physical educatin classes and appreciated a sense f freedm, expressed as "a nice break frm classrm subjects" and "freedm t mve arund in large physical spaces." Cmpetitin was valued by sme males and females althugh equally valued was the pprtunity t "get t play tgether" and "meet new friends" (Table ). Lack f enjyment and freedm was frequently stated as a determinant f negative attitudes by males and females, reinfrcing the ntin that the cncepts f enjyment and freedm are crucial determinants f attitude. Interestingly, bth males and females cmmented negatively n ceducatinal classes (Table 7). These results suggest that atmsphere is an imprtant determinant f psitive attitudes and that greater attentin by P.E. teachers t the atmsphere in their classes culd cnsiderably imprve attitudes tward physical educatin amng adlescent males and females. Teacher The teacher was identified as the secnd-ranked determinant f negative attitudes tward physical educatin by males and females and by thse electing t take physical educatin and thse chsing nt t (Table ). In ttal, apprximately % fthe negative statements referred t the teacher. This ranked secnd

12 LUKE AND SINCLAIR t the 9% cnceming the curriculum, tgether accunting fr ver 7 % f the statements (Table ). The highest percentage f statements identifying the teacher as a determinant f negative attitudes emerged frm females chsing nt t take P.E., apprximately % f their statements cmpared with.% (males chsing P.E.),.% (males nt chsing P.E.), and 8.9% (females chsing P.E.) (Table ). Fr this grup it wuld seem that the teacher is highly influential in the determinatin f negative attitudes. This same grup identified curriculum nly slightly higher, with apprximately 7% f their statements. Thus, fr thse females nt selecting P.E., bth the teacher and the curriculum serve as pwerful determinants f negative attitudes tward physical educatin. Of the teacher-related minr determinants, students mst disliked methds f evaluatin and the lack f pprtunity t take part in decisin making. Sme indicated that "evaluatin was wrngly based n fitness level nly r a single skill test," and students asked fr "mre pprtunity t give input" and "mre chances t make chices and nt always be tld exactly what t d" (Table 7). The teacher was identified as the furth-ranked determinant f psitive attitudes (Table ) and was deemed t be a mre imprtant determinant fr females nt selecting P.E. than fr the ther three grups (Table ). Bth males and females indicated that they appreciated teachers wh "held high expectatins," "fcused n leaming smething," and "prvided nt just a play class with n challenges." They valued sensitivity in a teacher, "a teacher that encurages me despite my lw ability" r "a teacher that des nt frce me t run if I feel unwell." Sund evaluatin methds and the pprtunity t make chices and decisins were cited as imprtant determinants f psitive attitudes (Table ). This reinfrces the selectin f determinants reprted in Table 7. Overall, the results f this study suggest that the teacher is a mre pwerful determinant f negative attitudes than psitive attitudes; Figley's study (98) suggested the ppsite. It is likely that certain determinants change with time and/r physical prximity. The cllege students wh were the subjects f Figley's study were mre remved frm their schl experience and frm their teachers by time and physical prximity than the subjects in this study. This factr may accunt fr the differing results in this particular aspect f the tw studies. Hwever, it must be nted that in bth studies the teacher is identified as an imprtant determinant f attitudes and, as such, shuld be aware f thse factrs that influence psitive and negative attitudes amng males and females in rder that these factrs be emphasized r eliminated in their teaching. Self-Perceptin Student perceptins f themselves in P.E. classes ranked third as a determinant f psitive attitudes fr all fur grups (Table ). As a determinant f negative attitudes, it ranked third fr all grups except the males taking P.E., wh ranked it furth (Table ). In ttal, self-perceptin accunted fr 7.% f the psitive attitude statements and.9% f the negative attitude statements (Tables and ). Males selecting P.E. had mre psitive statements than any f the ther three grups (.%); males and females nt selecting P.E. made a greater number f negative statements (9.%, 9.%, respectively). These results suggest that students wh perceive themselves psitively in physical educatin are thse wh select P.E. when the ptin is given and that

13 GENDER DIFFERENCES thse wh perceive themselves negatively decide nt t take P.E. Male and female students indicated that they liked physical educatin because it "keeps me healthy" r "is gd fr my health because it helps keep me lking gd and in shape." Sme males disliked physical educatin because they felt "unhealthy and unfit" and "culdn't keep up with the class." One male indicated he was "t shrt, t weak, and a wimp" and fr this reasn disliked P.E. classes. Bth males and females indicated that being successful and cmpetent gave them a psitive attitude and that a lack f cmpetence and success gave them a negative attitude. "I am a gd athlete'' r "I feel gd when I accmplish the skills" as ppsed t "I can't d all that is expected f me" r "I'm n gd at anything" were typical cmments. Interestingly, clthing was identified as a determinant f negative attitudes fr bth males and females. Many statements referred t nt wanting t change fr P.E. classes, wearing insufficient clthing fr warmth r cmfrt, r having t cnfrm t a schl P.E. dress cde. Facilities Overall, facilities were the lwest ranked f the six majr categries, accunting fr nly a small percentage fthe statements,.% and.% (Tables and ). This indicates that fr all fur grups facilities were nt perceived as an imprtant determinant f either psitive r negative attitudes. Because this study tk place in a metrplitan area where facilities and equipment in the schls were cnsistent with the recmmendatins fthe curriculum guides, such a result culd be expected. Similar results may nt ccur in settings with facilities and equipment that are well belw the accepted standards. interestingly, the factr mst negatively identified by males and females was the weather. It wuld seem that teachers cncerned abut student attitude tward physical educatin shuld pay mre attentin t ensuring that students are physically cmfrtable during their activity time, that they d nt get t cld r t wet, and that they are apprpriately dressed fr prevailing weather cnditins. Minr Determinants In examining the minr determinants within each majr determinant and identifying the mst cited by the students, there was cnsiderable similarity f respnse by males and females, particularly fr the determinants f psitive attitudes. A cmparisn f psitive and negative minr determinants fr males and females is presented in Table 8. Cnsistency between the males and females is seen in their similarly ranked identificatin f the psitive minr determinants. Cnsistency is als evident fr the 9 determinants identified by bth as cntributing t negative attitudes. Hwever, here the ranking is different fr males and females. Cnsidering that a ttal f 7 minr determinants were identified by the students, t have agreement n the tp- psitive determinants and the tp-9 negative determinants indicates relatively little difference in factrs identified by males and females as cntributing t their attitudes tward physical educatin. Other studies, althugh using different research methdlgy, have als reprted a similarity between female and male attitudes tward physical educatin. Earl and Stennett (987) fund few differences between male and female

14 LUKE AND SINCLAIR attitudes in terms f the relative emphasis they felt ught t be placed n the varius elements f the P.E. curriculum and in terms f the relative imprtance f their reasns fr taking r nt taking P.E. Cpe (990) fund n significant difference between male and female attitudes tward either teacher behavir r prgram cntent fr bth Grade and Grade 0 students. Differences in Student Respnses An examinatin f all the student respnses in the study (Table 9) indicates that the average number f statements referring t determinants f psitive attitudes were higher fr females (.7) than fr males (.0). Males nt selecting P.E. had the lwest average f psitive statements (.), and females selecting P.E. had the highest average f psitive statements (.8). The average number f statements referring t determinants f negative attitudes were als higher fr females (.7) than fr males (.). Males selecting P.E. had the lwest average f negative statements (.0), and females nt selecting P.E. had the highest average (.). In this study, the females prvided mre infrmatin abut thse factrs in their K-0 physical educatin experience that cntributed t psitive and negative attitudes. Thse students selecting P.E. had a greater number f psitive statements, and thse nt selecting P.E. had a greater number f negative statements. This finding is certainly very lgical and pssibly serves t supprt the legitimacy and credibility f the students' statements. Summary In this study, five main factrs were fund t be the determinants f attitudes tward physical educatin: curriculum cntent, teacher behavir, class atmsphere, student self-perceptins, and facilities. These five majr determinants were identified by niales and females and by thse selecting physical educatin as an elective and thse that did nt select it. cntent and teacher behavir were cnsidered t be the mst imprtant determinants by all grups f students, and tgether accunted fr 8.8% f the psitive statements and 7.% f the negative statements. Overall, there was very little difference in the ranking f the five determinants by the fur grups. Results suggest the majr factrs in the K-0 physical educatin experience that cntribute t bth psitive and negative attitudes tward physical educatin f male students are almst identical t thse identified by female students. Students chsing t take r nt take physical educatin when ffered as an elective subject als similarly ranked the five majr determinants. The similarity f these rankings fr all fur grups wuld seem t strngly affirm the pwerful and relative influence f these determinants upn the attitudes f students tward P.E. The frequency and percentage f the statements within each f the determinants shwed sme differences between male and female respnses and between thse selecting and nt selecting physical educatin. In particular, a higher percentage f respnses t the curriculum categry were made by females electing nt t take P.E. This pints t the need t create prgrams that capture students' interest in physical activity, particularly the interest f females less inclined tward physical activity. It als pints t the need fr a mre detailed examinatin

15 GENDER DIFFERENCES f Other factrs related t this particular grup f students, fr example, fitness level, bdy cmpsitin, skill level, cultural differences, and self-cncept and the degree t which these factrs might influence their attitudes and invlvement in physical educatin. It is als interesting t nte that the highest percentage f statements identifying the teacher as a determinant f negative attitudes emerged frm females chsing nt t take P.E. Fr this grup it wuld seem that the teacher is highly influential in determining negative attitudes. Such infrmatin shuld help teachers t change their behavir, particularly with this grup. In examining the minr determinants within each majr determinant and identifying the fur mst cited by the students, there was cnsiderable similarity f respnse by males and females, particularly fr the determinants f psitive attitudes. Cnsistency is als evident fr the nine determinants identified by males and females as cntributing t negative attitudes. Cnsidering the large number f minr determinants identified in this study (N=7), the similarity f respnses is an interesting finding. This study has clearly identified sme imprtant determinants f attitudes tward physical educatin, and the majrity f these determinants are well within the cntrl zne f teachers. As Figley (98) stated, "If psitive attitudes tward physical educatin are valuable bjectives, and if physical educatrs have direct influence ver the determinants f attitudes, then thse determinants need t be cntrlled in a systematic manner." If such cntrl can be implemented, the schl physical educatin experience f bth males and females culd be greatly enhanced. References Bailey, D., Mirwald, R., Faulkner, R., Fairburn, R., &Owen, W. (98). Cardirespiratry fitness in Canada: A current view. Canadian Assciatin f Health, Physical Educatin, and Recreatin Jumal, 9(), -8. British Sprts Cuncil. (989). Children's exercise, health and fitness. British Jumal f Physical Educatin, 0(), -. Cpe, L. (990). Student attitudes tward teacher behaviur and prgram cntent in physical educatin. Unpublished master's thesis, University f British Clumbia, Vancuver. Dahlgren, W.M. (988). A reprt f the Natinal Task Frce n yung females and physical activity. Ottawa, ON: Fitness Canada and the Fitness and Amateur Sprt Canada Wmen's Prgramme. Earl, L.M., & Stennett, R.G. (987). Student attitudes tward physical and health educatin in secndary schls in Ontari. Canadian Assciatin f Health, Physical Educatin, and Recreatin Jumal, (), -. Figley, G.E. (98). Determinants f attitudes tward physical educatin. Jumal f Teaching in Physical Educatin,, 9-0. Fitness Canada. (988a). Canadian yuth and physical activity: Blueprint fr actin. Ottawa, ON: Gvernment f Canada, Fitness Canada. Fitness Canada. (988b). Canadian Summit n Fitness. Fitness... the future. Ottawa, ON: Gvernment f Canada, Fitness and Amateur Sprts. Flanagan, J.C. (9). The critical incident technique. Psychlgical Bulletin,, 7-8.

16 LUKE AND SINCLAIR Gdin, G., & Shephard, R.J. (98). Psychscial factrs influencing intentins t exercise f yung students frm grades 7 t 0. Research Quarterly fr Exercise and Sprt, 7,-. Kegh, J. (9). An analysis f general attitudes tward physical educatin. Research Quarterly,, 9-. King, A., Rbertsn, A., & Warren, W. (98). Canadian health attitudes and behaviurs survey. Kingstn, ON: Queens University. Rice, P.L. (988). Attitudes f high schl students tward physical educatin activities, teachers and persnal health. Physical Educatr, (), Schempp, P.G. (98). Becming a better teacher. Jumal f Teaching in Physical Educatin,, 8-. Simn, J.A., & Smll, F.L. (97). An instmment fr assessing children's attitudes tward physical activity. Research Quarterly, (), 07-. U.S. Department f Health and Human Services. (98). Prmting health/preventing disease: Objectives fr the natin. Washingtn, DC: Gvernment Printing Office.

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