Doctor of Philosophy (PhD)
The purpose of this study was to examine the interrelationships among gender, perceptions of peer, parent, and teacher support, perceived value and meaningfulness, perceived competence, and the intention to be physically active within a proposed model. Female and male students (N=801) enrolled in a traditional multi-activity physical education class responded to a 52-item questionnaire addressing the constructs in the model. Structural equation modeling, using LISREL, was used to identify the relationships among the constructs. Gender differences emerged in this model through direct paths as well as indirect paths among these variables. Girls were more influenced than boys by their perceptions of support of significant others. Indirect effects of gender on value and meaningfulness, gender appropriateness, perceived competence, as well as engagement in physical education indicate that these variables influence girls' intention to participate more so than boys'. Overall, the model supports previous studies that have explored these variables independently. It also offers support for the importance that physical education plays in teaching children to reject physical inactivity and adopt and maintain a healthy lifestyle.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Daigle, Kay Gordon, "Gender differences in participation of physical activities: a comprehensive model approach" (2003). LSU Doctoral Dissertations. 3108.