The effect of gender environment on Social Physique Anxiety in 7 th grade females

1. The effect of gender environment on Social Physique Anxiety in 7th grade females Steven Prewitt, M.S., James C. Hannon, PhD., Tim Brusseau, PhD, & Maria Newton, PhD

2. Introduction • Title IX (1972) • Coed Physical education • Unforeseen issues • Participation • Self-presentation (Hannon & Williams, 2008; Kruisselbrink, Dodge, Swanburg, & McLeod, 2004; Jackson et al., 2013; Whitehead & Biddle, 2008)

3. Self-Presentation in Coed PE • Social Physique Anxiety • Perception of others’ opinion of our body • “Feel on display” • in coed settings (Davison, Werder, Trost, Baker, & Birch, 2007Hart, Leary, & Rejeski, 1989; Jackson, et al., 2013; James, 2000)

4. Physique Anxiety

5. Significance • Limited literature • Few studies; mostly qualitative • None with purposed activity

6. Purpose The purpose of this pilot study was to examine changes in SPA of adolescent females in single gender and coed physical education classes during a circuit training unit. Hypothesis - Girls within a single gender environment will demonstrate a significant decrease in SPA scores compared to their counterparts in a coed class.

7. Participants • 42 7th grade females from a local Jr. High School • 1 class of single gender (n=20) • 1 class of coed (n=22)

8. Instrument • Social Physique Anxiety Scale • Five point Likert-type Scale • (1= not at all, 5= extremely) • Recommended for adolescents (Smith, 2004) • Highly reliable • Test-retest (r=0.89) • Internal consistency (α = 0.87) (Martin, Rejeski, Leary, McAuley, & Bane, 1997)

9. Protocol • Week 1 – Pretest • Weeks 2 - 4 – Intervention • 2 classes for 3 weeks (6 sessions) • 8 stations • 45 seconds/15 seconds • Repeated cycle 4 times • Week 5 – Post test

10. Statistical Analysis • 2 x 2 (group x time) repeated measures ANOVA • Significance set at 0.05

11. Results * F(1,41)=6.582, p=0.014 ** Λ=0.895, F(1, 39)=4.56, p=0.039

12. SPA Results

13. Discussion • SPA changes SG ( 9.75%) vs. Coed ( 8.3%) • Results did not support original hypothesis • Trend supports original concept • Possible explanation • Differing effects of SPA

14. Limitations • Length of intervention • Small sample (Scott et al, 2009)

15. Conclusion • Purpose was to examine SPA changes • Current study • SPA following single gender experience • Application • Traditional PE is coed • Gender separate activities • Fills gap in literature

16. Questions? Thank You!

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