The perceptions of adolescent girls of the relationship between sports based extra curricular activities and their wellbeing

Morrison, Melissa (2023). The perceptions of adolescent girls of the relationship between sports based extra curricular activities and their wellbeing. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Improving the wellbeing of children and young people (CYP) in education has gained momentum of the last few years, as it has been associated with increased motivation, life satisfaction and overall flourishing (Bücker et al, 2018). Literature suggests that adolescence is associated with ‘storm and stress’ (Hall, 1904), identity development (Erikson, 1968), and challenges with mental health and wellbeing, with this argued to be more challenging for girls. To support, new and creative ways are constantly being sought, to help promote positive wellbeing in CYP in school. Sports based extra-curricular activities (SBECAs) have been argued to enhance self-esteem, social interactions and coping skills (Oberle, 2019).

The present study intended to add to the research that is developing around using SBECAs as a means to support CYP and their wellbeing. This study explored how girls in their mid-adolescence experience SBECAs and how they perceive SBECAs relates to their wellbeing. By eliciting the voice of girls in their mid-adolescence, it is hoped that this study will inform both educational settings and professionals to consider how they can broaden their approach towards supporting wellbeing. Semi structured interviews (SSIs) were employed to gain to collect data from eight girls, and analysed using Reflexive Thematic Analysis (RTA). The findings highlight the variation in experiences, and the differences in the meaning attached to SBECAs. Belonging and connection, Emotion management, exploring levels of competence, Agency, and inequality and exclusion were found to contribute to participants of SBECAs. In relation to their wellbeing, SBECAs were found to impact on participant’s self-esteem; mental health, feelings of purpose and fulfilment, thoughts around gender norms, empowerment, and the levels of risk. The implications from the findings are discussed in relation to educators and the role of the educational psychologist.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):