Understanding Behavioral Regulation Towards Physical Activity Participation: Do We Need a Paradigm Shift to Close the Gender Gap?
Abstract
:1. Introduction
2. Materials and Methods
2.1. Research Design
2.2. Participants
2.3. Research Variables and Instruments
2.3.1. Self-Reported Physical Activity
2.3.2. Motivation for Physical Activity
2.4. Statistical Analysis
2.5. Participants
2.6. Qualitative Research Instrument—Focus Groups
2.7. Data Analysis
3. Results
3.1. Self-Reported Physical Activity (METs-Min/Week)
3.2. Motivation for Physical Activity
- A.
- Interest, satisfaction, enjoyment, or fun towards physical activity in women.
- I.
- Utility component in physical activity participation.
"Girls mature before boys … they do not see sport as a game (…). In the initial stages they like to play, but when they reach 12–13 years old, there is a clear difference in their priorities (…). Girls need to see the activity as something worthwhile or productive in the long term (…)”.(Expert Coach 1)
- II.
- Social interaction among peers.
“For my daughter, the presence of her friends in the activity is very important. She dropped out of gymnastics because her group of friends abandoned this activity. In fact, she is now practicing volleyball in high school following these friends (…)”.(Mother 1)
- III.
- Perceived self-efficacy.
"When you have no experience in a sport, you feel that you are clumsy and incompetent. Consequently, this generates rejection for starting to play, both inside and outside the school context (…)”.(Adolescent 4)
- IV.
- New technologies and social networks.
“We (parents) were amazed when we saw that our daughter spends more than 6 hours on social networks in a routine day… this surprised even herself (…). I believe that, in part, it is a matter of a greater need for communication inherent in women (…)”.(Mother 3)
- V.
- Opportunities, social, and media impact of women’s sport.
“What athletes can our daughters use as a reference to encourage themselves to play sports? (…) What dissemination and publicity are given to sportswoman as a reference? It does not reach the business level of men’s sports and, consequently, all the athletes as a reference are men (…)”.(Mother 2)
"The problem is how they see the future in sports (…). In my Athletics Club, I had two siblings (boy and girl). When they reached the university stage, the parents’ support for the boy’s continuity was total (…). Unfortunately, women’s professional sports are not so rewarding”.(Expert Coach 2)
- B.
- Sportswoman identity and integration of a physically active lifestyle.
- I.
- Social acceptance
"(…) There is not the same consideration for men’s and women’s sports. In many women’s soccer matches you can see even a better level than in men’s matches, but they are not taken into account. I am a high-level footballer. In our matches, there are far fewer supporters”.(Young 2)
“We (brother and sister) play the same sport (contact sports), but more importance is given at home when he is competing or training. For example, household chores are in the background for him when he is training or competing, but sometimes I don’t have time to go because I have to finish the household chores first (…)”.(Adolescent 2)
- II.
- The stereotype of womanliness.
"I think my daughter has a very beautiful body thanks to sports, with slight muscles, but … that’s fashionable now, isn’t it? The slightly muscular woman is trendy, although it depends on the type of sport. (…) Muscle hypertrophy is not the woman stereotype body that we have in mind”.(Mother 2)
- III.
- Characteristics of sports activity
"I think it is essential that they start doing the sport from an early age, which will make it easier for them to ’get hooked’ on the practice and enjoy the activity also in adulthood. (…) It is essential that they try different activities to find the appropriate one (…)”.(Mother 3)
"Practicing sport and competition is already a sufficient incentive for boys, it does not matter so much if it is on a group, individually, or combat sport … By contrast, I think girls are much more selective in that social variable (…)”.(Expert Teacher 1)
“In the age range of my students (12–18 years old), I am perceiving that when I propose different achievable challenges, the girls are more stimulated by overcoming. There is a certain reluctance at the beginning, but when they have already achieved it, they enjoy … they are motivated by self-improvement (…)”.(Beginner Teacher 1)
- C.
- Value the importance and benefits of being physically active
- I.
- Link to health.
“I liked sports because it made me feel good, I felt healthy. Health is what mattered most to me (…)”.(Young 2)
- II.
- Transversal transfer of values and skills.
“I believe that sport is a form of leisure that makes you learn and grow at a personal level. Sport transmits diversity of values, better knowledge, and self-improvement, respect towards the opponent, highlights the value of effort, sacrifice, achievements, (…)”.(Young 1)
“I like it because it is a healthy leisure way, and it serves to keep them away from bad habits in adolescence. (…) Furthermore, this implies that her close friends are also likely to have healthy habits”.(Mother 1)
- III.
- Importance of the nearby social environment
"They especially need social support: a friend, a colleague… someone to accompany them at that beginning. When they have an example or close reference, they feel reinforced”.(Expert Coach 2)
- D.
- Age-related physical activity concept
- I.
- Early maturity
“The earliest biological maturity of the girls is also reflected at the behavioral level and represents a turning point for them (…). The practice of physical activity becomes something much more conscious and goal-oriented. Aspects such as social relations, body aesthetics, etc. gain prominence over the enjoyment associated with playing (…).(Expert Coach 1)
"I think that girls tend to think of sport more as a way of relating to others (…). They use sports as a means of relating to friends (…)”.(Expert Teacher 2)
- II.
- Dynamic integration of physical activity across age
“The physical activity concept changes depending on age. It is interpreted as something playful at an early age. Around the second stage of secondary school (14–15 years old), there is more aesthetic-oriented thinking for girls (…), and perhaps around the beginning of the university stage, the health-related concept takes on greater prominence”.(Expert Coach 1)
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Outcome | Gender | Age Groups | ||||
---|---|---|---|---|---|---|
12–15 y# | 16–18 y | 19–21 y | 22–25 y | |||
Total METs min/week | W | 1746.0 (2390.0) * | 2370.0 (3145.5) a,b,c | 1875.0 (2587.0) b,c | 1524.0 (2332.0) | 1674.0 (2288.5) |
M | 3116.0 (3422.5) | 3624.0 (3818.3) b,c | 3548.0 (3415.8) b,c | 2639.0 (3049.0) | 2872.0 (3148.5) | |
Intrinsic | W | 2.38 (1.24) * | 2.58 (1.17) *,a,b,c | 2.28 (1.26) *,c | 2.28 (1.26) *,c | 2.43 (1.26) * |
M | 2.85 (1.15) | 2.93 (1.07) b | 2.85 (1.15) b | 2.72 (1.22) | 2.82 (1.21) | |
Avg. | - | 2.76 (1.14) | 2.56 (1.24) | 2.43 (1.26) | 2.59 (1.25) | |
Integrated | W | 1.93 (1.31) * | 2.16 (1.25) *,a,b,c | 1.81 (1.30) *,c | 1.79 (1.33) *,c | 2.02 (1.32) * |
M | 2.52 (1.27) | 2.60 (1.17) b | 2.52 (1.28) b | 2.37 (1.32) c | 2.57 (1.32) | |
Avg. | - | 2.38 (1.23) | 2.16 (1.34) | 1.99 (1.35) | 2.25 (1.35) | |
Identified | W | 2.69 (1.09) * | 2.81 (1.04) | 2.58 (1.12) | 2.62 (1.10) | 2.77 (1.11) |
M | 2.90 (1.09) | 2.95 (1.04) | 2.87 (1.11) | 2.82 (1.14) | 2.95 (1.10) | |
Avg. | - | 2.88 (1.04) a,b | 2.72 (1.13) c | 2.69 (1.12) c | 2.84 (1.11) | |
Introjected | W | 0.99 (0.86) | 0.93 (0.85) | 1.00 (0.87) | 1.01 (0.85) | 1.04 (0.89) |
M | 1.00 (0.90) | 0.93 (0.91) | 0.99 (0.90) | 1.08 (0.91) | 1.05 (0.89) | |
Avg. | - | 0.93 (0.88) a,b,c | 1.00 (0.88) | 1.03 (0.87) | 1.05 (0.89) | |
External | W | 0.45 (0.69) | 0.57 (0.75) a,b,c | 0.48 (0.70) *,b,c | 0.37 (0.64) * | 0.38 (0.67) |
M | 0.45 (0.72) | 0.62 (0.85) a,b,c | 0.42 (0.65) b,c | 0.32 (0.60) | 0.33 (0.63) | |
Avg. | - | 0.59 (0.80) | 0.45 (0.68) | 0.35 (0.62) | 0.36 (0.65) | |
Amotivation | W | 0.40 (0.72) | 0.45 (0.75) | 0.45 (0.77) | 0.37 (0.68) | 0.35 (0.68) |
M | 0.39 (0.70) | 0.47 (0.78) | 0.39 (0.67) | 0.33 (0.65) | 0.33 (0.64) | |
Avg. | - | 0.46 (0.77) b,c | 0.42 (0.72) b,c | 0.36 (0.67) | 0.34 (0.66) |
Theme | Category |
---|---|
Interest, satisfaction, enjoyment or fun towards PA in women | Utility component in PA participation |
Social interaction among peers | |
Perceived self-efficacy | |
New technologies and social networks | |
Opportunities, social and media impact of women’s sport | |
Sportswoman identity and integration of a physically active lifestyle | Social acceptance |
Stereotype of womanliness | |
Characteristics of sports activity | |
Value the importance and benefits of being physically active | Link to health |
Transversal transfer of values and skills | |
Importance of the nearby social environment | |
Age-related physical activity concept | Early maturity |
Dynamic integration of PA across age |
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Luque-Casado, A.; Mayo, X.; Lavín-Pérez, A.M.; Jiménez, A.; Del Villar, F. Understanding Behavioral Regulation Towards Physical Activity Participation: Do We Need a Paradigm Shift to Close the Gender Gap? Sustainability 2021, 13, 1683. https://doi.org/10.3390/su13041683
Luque-Casado A, Mayo X, Lavín-Pérez AM, Jiménez A, Del Villar F. Understanding Behavioral Regulation Towards Physical Activity Participation: Do We Need a Paradigm Shift to Close the Gender Gap? Sustainability. 2021; 13(4):1683. https://doi.org/10.3390/su13041683
Chicago/Turabian StyleLuque-Casado, Antonio, Xian Mayo, Ana Myriam Lavín-Pérez, Alfonso Jiménez, and Fernando Del Villar. 2021. "Understanding Behavioral Regulation Towards Physical Activity Participation: Do We Need a Paradigm Shift to Close the Gender Gap?" Sustainability 13, no. 4: 1683. https://doi.org/10.3390/su13041683