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The Importance of Role Models in Getting Girls More Active

The Importance of Role Models in Getting Girls More Active. Jo Kirby Child and Adolescent Health Research Unit University of Edinburgh. Background. Important physical, mental and social health benefits Adolescence a period of marked biological and social change

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The Importance of Role Models in Getting Girls More Active

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  1. The Importance of Role Models in Getting Girls More Active Jo Kirby Child and Adolescent Health Research Unit University of Edinburgh

  2. Background • Important physical, mental and social health benefits • Adolescence a period of marked biological and social change • In Scotland, 61.1% of P7 girls highly active; S4, only 16.6% (Inchley et al., 2008) • Several variables associated with PA participation (e.g. enjoyment, self-esteem, social influences) (Sallis et al., 2000) • Role models also a known influence (Vescio & Crosswhite, 2002)

  3. Role Model Literature • Determine whether engaging role models in the community (e.g. parents, teachers, coaches, sports stars, peers) is a good idea in increasing PA in adolescent girls • Search for UK studies, also drawing from international studies (US, Australian, other European) • 1999 – present • PA and sport participation • No specific study type

  4. Literature Search • Academic and grey literature • Sports Discus, Pubmed, Web of Science, Cochrane Database of systematic reviews, grey literature, reference lists of included studies • 30 hard copies retrieved (2 reviews, 3 Scotland, 6 other UK, majority USA and Australia, with some European (Norway, Germany))

  5. What is a Role Model and Who Can Be One? • Anyone an individual comes in contact with, either directly or indirectly, who potentially can influence their decisions or behaviours (Bandura, 1977) • Perceived as exemplary, or worthy of imitation (Yancey, 1998) • Inspires individuals or groups of people, through personal contact and relationship (Ingall, 1997) • Relevant (common ground, similar circumstances, same personal goals) • Direct (parents, siblings, friends, sports coaches, teachers) • Indirect (sporting heroes/athletes, entertainers) • Role models tend to change over time (Glover, 1978)

  6. Role Model Features • Attractiveness, social power, status, competence, nurturing, interaction and similarity. Models need to find common ground or make their own circumstances or personal goals relevant in some way to those of young people (McInerney & McInerney 1998) • Observing ‘coping models’ (those who make mistakes but are able to overcome their difficulties and improve performance) can be more effective and enhance young people’s self-efficacy more than observing ‘mastery models' (those who demonstrate excellent performances from the beginning) (Schunk & Zimmerman, 1996)

  7. Theoretical Framework Social Cognitive Theory (Bandura, 1977) • Individuals learn behaviour and new skills by observing others (‘modelling’) • When a learner perceives that a model’s behaviour has resulted in positive outcomes, their motivation to duplicate the behaviour is increased • New patterns of behaviour depend on observer’s perceptions of self-efficacy. The more alike models are to observers, the greater the possibility that modelling will facilitate observers’ behaviour. Most applicable are gender and social class

  8. Girls and Role ModelsHow to they differ to Boys? • Boys more likely to identify with athletes; girls with family members (Payne et al. 2003) • Boys select sporting role models based on qualities such as superiority, strength, aggressiveness, and bravery. Girls choose based on appearance and positive social behaviour (Biskup & Pfister, 1999) • Girls not necessarily attracted to household names, perceiving them too far removed from their daily lives (Garcia et al. 1998) • Girls report fewer role models than boys as they get older (Garcia et al. 1998)

  9. Sports People / Athletes • Sporting domain may not be as relevant as family, peers and entertainment industry (Biskup & Pfister 1999) • Mostly female sports role models (Adriaanse & Crosswhite, 2008) • 8.4% sports role model; 41% family (mother), 21.1% peer; 18.2% entertainment (Vescio et al., 2005) • Female, under 40, similar sporting background to themselves • ‘Gendered heroism’ (Hargreaves, 2000) • Change over time: girls more likely to choose female sports role model than their mothers (Martin et al. 2004)

  10. Parents • Active parents or those with a positive attitude and belief in physically active lifestyle more likely to provide catalyst for daughters (Payne et al. 2003) • Girls frequently select mothers (Vescio et al. 2005) • Among younger girls, fathers more likely to be explicit models; mothers more likely to support by enrolling them in PA and transporting to events (Davidson et al. 2003) • Can affect PA directly and indirectly through beliefs about their child’s competence (Blois et al., 2005) • Association diminishes as children get older (Martin et al., 2005) • Certain parental behaviours may discourage participation (DeFrancesco & Johnson,1997)

  11. Teachers / Coaches • Convey important messages by their actions and appearance (Glover, 1978) • Positive role models - competent, credible, responsible and show respect (Spencer, 1998) • Create negative feelings if discipline with running laps or doing push ups, or advocate ‘no pain, no gain’ (Spencer, 1998) • Favour young, female, ‘sporty looking’ PE teachers, who take part in various activities with their pupils (Nicholson, 2008) • Male PE teachers give pupils a ‘raw deal’ in mixed-gender classes • Potential negative influence on participation. Too competitive, side with boys and not as sensitive as females (Casey et al. 2009)

  12. Peers • Peer support, encouragement and joint PA participation associated with higher PA (Davison & Schmalz, 2006; Springer et al., 2006; Sallis et al., 2002) • Peers often represent a coping model rather than a mastery or expert model • Girls who consider themselves both active and feminine, who deal with pressure to take part in other activities, should act as role models for less active girls, and discuss the benefits (Whitehead & Biddle, 2008) • Peer modelling in the form of fictional characters (e.g. “Fit n’ Fun Dudes” Programme) (Horne et al., 2004; Lowe et al., 2004)

  13. Other Role Models • Popular characters in print media, films and TV can influence social norms related to PA levels of adolescent girls. Wanting to look like popular media figures has been associated with higher levels of PA (Taveras et al., 2004) • Not everyone, when asked to nominate a role model, will actually do so (Bromnick & Swallow, 1999). Almost 25% of adolescent girls happy to be themselves. A trend towards a preference to ‘being myself’ as adolescent girls got older

  14. Interventions Beauty and the Bike (Sustrans) – Scotland • Active travel among adolescent girls Fit ‘n’ Fun Dudes – Wales • Fictional peer modelling initiative to increase PA Home based Fit ‘n’ Fun Dudes – Wales • Home-based adaptation including parental role modelling Active Girls Breakfast – Australia • Use of female athletes New Moves – USA • Obesity prevention / increase PA

  15. Putting into Practice: Conclusions and Recommendations • Role model programs should encompass parents, teachers, peers, and other significant adults • Look beyond the obvious famous male athletes as sport role models • Expose to a range of alternative role models with more appropriate attributes (e.g. female athletes, relevant peers, mothers) • Considering sporting ability, elite female athletes may be effective. For others, peers may be more beneficial (e.g. slightly older team or club mate whose performances may be perceived as more attainable)

  16. Putting into Practice… • Involve family members, in particular, mothers • Interventions designed to increase parental activity may positively influence daughter’s activity • Importance of and nature of positive role models should be part of the training for members of the PA workforce • PE teachers who girls can relate to, and PE classes which allow teacher to take part in the activities alongside girls • Identify positive feminine role models in the media who are widely perceived to be ‘attractive’ as well as being physically active.

  17. Thank you! Jo Kirby CAHRU (Child and Adolescent Health Research Unit) The Moray House School of Education The University of Edinburgh St Leonard's Land, Holyrood Road Edinburgh EH8 8AQ Tel: 0131 651 6559 I Fax: 0131 651 6271 Email: joanna.kirby@ed.ac.uk Can visit website on: http://www.education.ed.ac.uk/cahru/

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