Increasing girls’ engagement with physical education classes: Focus on the ‘peer-created’ climate rather than ‘teacher-created’ climates to motivate girls (Tidmarsh et al., 2022)

A UK-based research team investigated ways to improve girls’ engagement in physical education (PE) classes. After discovering several barriers to girls’ participation and engagement, such as and gender stereotypes and self-comparisons to male students, body image concerns, and negative experiences in PE, researchers concluded programming does not always lead to results in practice. They concluded that the way in which peers regulate ‘the motivational climate is more significant that ‘teacher-created’ climates to motivate girls into sport.
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