Motivational Factors Influencing Female Participation in High School Physical Education Programs

Abstract

Female participation in high school physical education (PE) has implications for lifelong physical activity, health outcomes, and psychosocial development. This paper synthesizes theoretical frameworks and empirical findings on motivational factors that encourage or discourage girls’ engagement in secondary-school PE, and proposes a mixed-methods study design to investigate determinants within a contemporary high-school context. Major influences identified include intrinsic motivations (enjoyment, mastery), extrinsic motivations (grades, teacher approval), autonomy and competence (per Self-Determination Theory), perceived competence and body image concerns, gender norms and cultural expectations, peer and family support, curriculum and pedagogical style, and environmental/structural factors (facilities, single-sex vs mixed classes). The proposed empirical approach combines standardized questionnaires (e.g., Sport Motivation Scale), structured observations, and semi-structured interviews to capture both prevalence and lived experience. Suggested analyses include multivariate regression to identify predictors of participation, and thematic analysis to unpack barriers and enablers. Practical recommendations focus on teacher training, inclusive curriculum design, safe and private changing facilities, and strategies that foster autonomy, competence, and relatedness. Limitations and directions for future research are discussed.