Girls benefit from single-sex physical activity.

Scientific Evidence Platform Scientific evidence Girls benefit from single-sex physical activity.
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SCIENTIFIC ARTICLES:

  • Biddle, S. J.; Braithwaite, R. & Pearson, N. (2014) The effectiveness of interventions to increase physical activity among young girls: A meta-analysis. Preventive Medicine, 2014, 62, 119-131 https://doi.org/10.1016/j.ypmed.2014.02.009
  • Natalie Pearson, Rock Braithwaite, Stuart J.H. Biddle, (2015) The Effectiveness of Interventions to Increase Physical Activity Among Adolescent Girls: A Meta-analysis, Academic Pediatrics, Volume 15, Issue 1, Pages 9-18, https://doi.org/10.1016/j.acap.2014.08.009.
  • Corr, M., McSharry, J., & Murtagh, E. M. (2019). Adolescent Girls’ Perceptions of Physical Activity: A Systematic Review of Qualitative Studies. American Journal of Health Promotion, 33(5), 806–819. https://doi.org/10.1177/0890117118818747
  • Vu, M. B., Murrie, D., Gonzalez, V., & Jobe, J. B. (2006). Listening to Girls and Boys Talk About Girls’ Physical Activity Behaviors. Health Education & Behavior, 33(1), 81–96. https://doi.org/10.1177/1090198105282443
  • Amy Slater, Marika Tiggemann, (2011) Gender differences in adolescent sport participation, teasing, self-objectification and body image concerns. Journal of Adolescence. Volume 34, Issue 3, Pages 455-463, https://doi.org/10.1016/j.adolescence.2010.06.007
  • Felton, G., Saunders, R.P., Ward, D.S., Dishman, R.K., Dowda, M. and Pate, R.R. (2005), Promoting Physical Activity in Girls. Journal of School Health, 75: 57-62. https://doi.org/10.1111/j.1746-1561.2005.tb00011.x
  • Timken, G., McNamee, J., & Coste, S. (2019). ‘It doesn’t seem like PE and I love it’: Adolescent girls’ views of a health club physical education approach. European Physical Education Review, 25(1), 109–124. https://doi.org/10.1177/1356336X17706382

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There is a widespread thought that the best and most egalitarian education for both sexes is that which occurs in co-educational contexts. However, in the field of physical education there is sufficient scientific basis to claim that girls benefit from single-sex physical education classes or extracurricular activities.

The following scientific articles analyze the factors that cause discomfort in girls and adolescents. In general, girls express that when they participate in sports activities with boys they insult and despise them, which causes discomfort and progressive abandonment of physical activity. It is also important to mention the conflicting perception of one’s own body in adolescent girls due to gender stereotypes, harassment and criticism. Some girls think that participating in sport can bring with it a loss of femininity and with it a loss of attractiveness.

Single-sex activities provide safety, more self-efficacy and the possibility of leadership in sport that makes it possible to avoid abandoning physical activity in girls and adolescents. In addition, it has been detected that many girls prefer physical activity that does not involve competitiveness and that they also benefit when offered a certain variety of physical activities.

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Alejandra Boix

Como mujer puedo apreciar un buen punto en este “post” ya que en las etapas de educación obligatoria, sobre todo en la ESO, siempre ha habido una segregación de sexos a la hora de hacer equipos además de comentarios hirientes o insultantes hacia la condición de la chica.
Por otro lado, bajo riesgo de herir la integridad de las afectadas, las clases conjuntas podrían ser la oportunidad para acabar con las infravaloraciones hacia la mujer que se han transmitido míticamente durante tanto tiempo.(Scraton, Sh. (1995): Educación Física de las niñas: Un enfoque feminista.) Así, conclusivamente, añadiré que aunque la segregación en la educación física sea el método más sencillo, no es el adecuado para acabar con la violencia verbal hacia todas las mujeres

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