JL 2011; Australia To explore gender-specific time use patterns in adolescents. Australians

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Noted support from peers/ teachers essential and want for critique of PE delivery. Noted ladies have complicated partnership with their bodies, and each assist make and reproduce thin ideals. Notes attaining ideals is not possible, and how recognizing and understanding this is vital. States require for societal redefinition of gender roles. Located body-based harassment contributes to body image and relates to PA and nutrition. Noted boys took scenarios less seriously than girls: trivializing. Found boys and girls appear stereotyped in sport, in regard to masculine and feminine values. Noted limitations of curricula: sending title= journal.pone.0092276 contradictory messages, not addressing college environment. Found body-based harassment played significant function in constructing girls' bodies as problematic. Located disordered consuming related with BMI, sociocultural values, and body ideals; Media influences associated with gender role orientation. Identified participants vulnerable to cultural demands, pressures of thinness, an physique dissatisfaction. Discovered, after controlling for physique image, depression not a facet in differentiating overweight adolescent girls from peers. Noted connection involving low self-esteem and being overweight. Located early sport participation has constructive impact on self esteem and body image, Noted sports market self worth and foster versatile attitudes toward gender identity.Flintoff A, Scraton S.2001; UKTo explore young women's perceptions of and attitudes toward PA and PE.Guendouzi J 2004; USATo examine extracts from women's conversations, exploring social stress to conform to acceptable body size. Book chapter about author's personal female teen experiences with PA.Heywood 2003; USAN/A: Book chapterHolman MJ, Johnson J, Lucier M-K 2013; CanadaTo explore hyperlink among body-based harassment and girls' adoption of wholesome choices (consuming habits and PA). To examine boys' and girls' perceptions of feminine/ masculine characteristics within sport and PE. To identify the extent to which curricula reflect body image 30) 37 (22) 0.3194b Liver 6 (14) 47 (28) 0.0766b Adrenal three (7) 46 (27) 0.0042b Bone 7 (16) 30 (18) 1.0000b Pancreas 1 (two) 4 (2) 1.0000b Time from concerns and make recommendations accordingly.Girls and boys ages 12?4 (n = 92); Mostly white.Discourse evaluation; Focus groups presenting scenarios representing body-based harassment. School-based questionnaires/ scales (appearance, masculine and feminine traits). Discourse evaluation of Ontario well being curricula; Workshops; Interviews.Klomsten AT, Marsh HW, Skaalvik EM 2005; Norway Larkin J, Rice C 2005; CanadaHigh college students (n = 357), unspecified ethnicity. Girls in 7th-8th (n = 45) from 4 schools; diverse population.Lopez V, Corona R, Halfond R 2013; USATo examine connection between.JL 2011; Australia To explore gender-specific time use patterns in adolescents. Australians aged 9?6 (n = 2200); unspecified ethnicity. Girls age 15 (n = 21) from 4 schools in multi-ethnic community. Ladies teachers and teenage girls. Information from National Children's Nutrition and Physical Activity Survey; Evaluation of 24-hour time use recalls (n = 8800). Draws on information from a study of young people's title= jir.2013.0113 lifestyles applying feminist theory. Group and person interviews. Discourse analysis and discursive psychology. Audio taped conversation by teachers throughout breaks, and teenage girls at weekly gatherings. N/A: Book chapter education about resisting pressure to conform to ideals. Located boys spent additional time in PA, girls spent extra time socializing and studying; Suggest gender differences reinforce stereotypes. Identified girls identified positively with PA, but disliked how PA structured. Noted help from peers/ teachers critical and will need for review of PE delivery. Noted women have complicated partnership with their bodies, and each support develop and reproduce thin ideals.