Influence of Social Norms in Female Athletics

This research will examine the influence of social norms on the participation of females in athletic activity. The research will examine studies showing how strongly social expectations and socially determined sex roles limit participation of adolescent and adult females in physical activity, and then discuss ways in which cultural pressures are reflected in female-student behavior in elementary school physical-education classes and school-recess activities. Based on this research and on observations of behavior at an elementary school, this study will suggest possible changes in the physical education curriculum that can encourage activity for girls and help them connect it to positive social experience.

A 1997 government report on research into female participation in sports concluded that regular physical activity could decrease the risk of adult obesity, coronary heart disease, and osteoporosis and increase mental health and self-esteem. Even though today's experts in physical education and children's health urge young people of both sexes to get exercise and participate in sports, statistics show that many children and adolescents are overweight and inactive and that the condition continues into adulthood. An important part of that problem is the declining physical activity of adolescent women. Reasons that females drop out of sports activities as they enter adolescence adulthood may be social pressures rather than a simple loss of interest in exercise. It

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thetically pleasing, expressive, graceful activities such as cheerleading, gymnastics, diving, swimming, tennis, figure skating and dance" (Bunker & Others, 1997, p. 24; Duncan & Hasbrook, 1988; Kane & Snyder, 1989; Metheny, 1965; Young, 1990). As a group, females do not receive encouragement and support from adults for their participation in physical activities in the way that males do (Henderson & Winn, 1996). They receive encouragement for being cooperative and expressive, even though this encouragement does not translate into increased social benefit. Purpura (1992) believes that this is why so many girls drop out of physical activities in their teens, even if they were physically active as children. The idea that sports is mainly for boys but not for girls is an important part of the larger competitive social picture. Thus it should not be surprising if females who take their values from the culture are not very interested in physical activity. They get no social benefit from participating in it. Meanwhile, it is obvious that there is no social value placed on participation as such. Why? Because participation is something girls do, and participation is not an accomplishment. It is what is expected. The social value of sports

Category: Psychology - I