Physical Activity & Sport in the Lives of Girls

KEY RESEARCH FINDINGS

Some of the most important research findings documented and highlighted in this report suggest that:

• More girls are participating in a wider array of physical activities and sports than ever before in American history. (Introduction)  
• Regular physical activity in adolescence can reduce girls’ risk for obesity and hyperlipidemia (i.e., high levels of fat in the blood)which, in turn, have been known to be associated with lower adult onset of coronary heart disease and certain cancers. Regular physical activity can also help girls build greater peak bone mass, thereby reducing adult risk for osteoporosis. (Research Report, Section I)  
• Exercise and sport participation can be used as a therapeutic and preventative intervention for enhancing the physical and mental health of adolescent females. (Research Report, Section IV)  
• Exercise and sport participation can enhance mental health by offering adolescent girls positive feelings about body image, improved self-esteem, tangible experiences of competency and success and increased self-confidence. (Research Report, Sections II and IV)  
• Research suggests that physical activity is an effective tool for reducing the symptoms of stress and depression among girls. (Research Report, Sections II and IV)  
• Sports are an educational asset in girls’ lives. Research findings show that many high-school female athletes report higher grades and standardized test scores and lower dropout rates, and are more likely to go on to college than their nonathletic counterparts. (Research Report, Section III)  
• Recognition of physical activity and sport as an effective and money-saving public health asset is growing among researchers and policy makers. (Introduction; Research Report, Sections I, II and IV)  
• Poverty substantially limits many girls’ access to physical activity and sport, especially girls of color who are overrepresented in lower socioeconomic groups. (Introduction; Research Report, Section III)  
• Excessive exercise and certain forms of athletic participation have been found to be associated with a higher prevalence of eating disorders. (Research Report, Sections I, II, III and IV)  
• The potential for some girls to derive positive experiences from physical activity and sport is marred by lack of opportunity, gender stereotypes and homophobia. (Research Report, Sections III and IV)

CONCLUSIONS AND RECOMMENDATIONS

A summary of some of the most important conclusions and practical recommendations discussed in this report suggest that:

• Girls should be encouraged to get involved in sport and physical activity at an early age because such involvement reduces the likelihood of developing a number of deleterious health-related conditions. For example, active girls’ high caloric expenditure decreases their risk of becoming obese. (Introduction; Research Report, Section I)  
• Specific mechanisms which enhance girls’ opportunities to be physically active must be developed and supported. Recreational, school-based physical education and sport programs are ideal ways to facilitate both health-related fitness and the acquisition of fundamental motor skills for a lifetime of activity. (Research Report, Section I)  
• Involvement in sport and physical activity has tremendous potential to enhance a girl’s sense of competence and control. Therefore, leaders should incorporate cooperative as well as competitive opportunities to learn physical skills in a nonthreatening environment. (Research Report, Sections II and III)  
• Parents, coaches and teachers must be aware of girls’ motives for participating in sport and physical activity. Girls participate not only for competitive reasons, but to get in shape, socialize, improve skills and have fun. All motives, not just those related to highly competitive activity, must be respected and validated. (Research Report, Sections II and III)  
• Physical educators, exercise leaders and coaches are in a primary position to recognize disordered eating patterns among girls. These individuals must be knowledgeable about the physical and psychological signs and be able to make referrals to specialists as necessary. (Research Report, Section II)  
• Girls and boys need to work and play together, starting from an early age. It is often easier for both sexes to play together and learn in small, relaxed groups where children know each other well and have the prerequisite skills. (Research Report, Section III)  
• Coaches and physical educators should give girls equal access and attention. Girls as well as boys should play the important and interesting positions in a game and receive feedback to help improve their physical skills. (Research Report, Section III)  
• Professionals must actively intervene in the face of discrimination. When adults observe inequities or gender stereotyping on the playing field or in the physical education classroom, it is often best to openly confront issues of prejudice such as sexism. (Research Report, Section III)  
• Involvement in physical activity, exercise and sport promotes psychological well-being; the therapeutic use of physical activity and exercise for improving the mental health of adolescent girls goes beyond traditional treatment and mental health programs. (Research Report, Section IV)  
• Physical activity and exercise have been shown to be a mood enhancer and an anxiety reducer, thereby acting as a natural, cost-effective intervention for the mental health of adolescent girls. (Introduction; Research Report, Sections II and IV)