Abstract
This study explored how social relationships and environment impact physical activity attitudes and behaviors for adolescent girls. Guided by a social ecological framework and following a phenomenological interpretive tradition, focus group interviews were conducted with 32 girls (17 African American, 15 Caucasian) between the ages of 11 and 13 who attended public middle schools.
Adolescent girls indicated that parents and peers play a significant role in shaping their physical activity behaviors as does the physical and social environments in which they live. Themes that emerged from the analyses of data include (a) differing conceptualizations of physical activity, (b) parents and peers as facilitators of activity, (c) lack of girls' active space in school and neighborhood environments, and (d) policy restrictions on girls' access to physical activity time.
African American girls reported conceiving of physical activity as unstructured play, often outside, where as White girls considered physical activity to be closely related to adult-directed, organized sport. Girls described a desire for more physical activities with mothers and female relatives. A lack of playground space at school and unsafe community environments hindered girls' physical activity. Educational policies that prevent middle school girls from participating in school sport programs, as well as restricting recess and lunch periods to inside spaces impeded access to desired physical activity outlets by girls in this study. Findings support previous research and extend understanding of girls' perceptions of physical activity by allowing girls to voice their opinions and concerns.
