‘Once upon a time I used to be active’. Adopting a narrative approach to understanding physical activity behaviour in adolescent girls.

Ann-Marie Knowles, Ailsa Niven, Samantha Fawkner

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

In this article, we adopted a narrative approach to understand the decrease in physical activity (PA) behaviour in adolescent girls during the transition from primary to secondary school in relation to their socio-cultural and embodied/physical experiences. Fourteen adolescent girls were asked to tell their PA stories from their past whilst at primary school through to the present day whilst in secondary school. We adopted the analytical standpoint of a story analyst where the girls’ stories were used to examine the psychological processes that occur within the socio-cultural transition of their school environment and the embodiment transition from a child into a young woman. Our findings emphasised that the arena of physical education lessons provide a backdrop for a different identity (active identity) to be developed which contradicted with the socially acceptable stereotypical feminine identity. These competing identities for adolescent girls created narrative tension and enhanced psychological processes such as perceived competence and self-presentation. These were further shaped by the embodiment transition experienced. Important acknowledgement of the body as more than in its physical form needs to be understood as for many of these adolescent girls, the body held more meaning in their stories and influenced PA choices and beha
LanguageEnglish
Number of pages16
JournalQualitative Research in Sport, Exercise and Health
Early online date7 Feb 2013
DOIs
Publication statusPublished - 2013

Fingerprint

Adolescent Behavior
Exercise
adolescent
narrative
secondary school
self-presentation
Psychology
Physical Education and Training
physical education
primary school
Mental Competency
time
present
school
experience

Keywords

  • used to be active
  • once upon a time
  • narrative approach
  • exercise
  • health

Cite this

@article{5a3c32fb11014a3dbef411624ff66553,
title = "‘Once upon a time I used to be active’. Adopting a narrative approach to understanding physical activity behaviour in adolescent girls.",
abstract = "In this article, we adopted a narrative approach to understand the decrease in physical activity (PA) behaviour in adolescent girls during the transition from primary to secondary school in relation to their socio-cultural and embodied/physical experiences. Fourteen adolescent girls were asked to tell their PA stories from their past whilst at primary school through to the present day whilst in secondary school. We adopted the analytical standpoint of a story analyst where the girls’ stories were used to examine the psychological processes that occur within the socio-cultural transition of their school environment and the embodiment transition from a child into a young woman. Our findings emphasised that the arena of physical education lessons provide a backdrop for a different identity (active identity) to be developed which contradicted with the socially acceptable stereotypical feminine identity. These competing identities for adolescent girls created narrative tension and enhanced psychological processes such as perceived competence and self-presentation. These were further shaped by the embodiment transition experienced. Important acknowledgement of the body as more than in its physical form needs to be understood as for many of these adolescent girls, the body held more meaning in their stories and influenced PA choices and beha",
keywords = "used to be active, once upon a time, narrative approach, exercise, health",
author = "Ann-Marie Knowles and Ailsa Niven and Samantha Fawkner",
year = "2013",
doi = "10.1080/2159676X.2013.766816",
language = "English",
journal = "Qualitative Research in Sport, Exercise and Health",
issn = "2159-676X",

}

TY - JOUR

T1 - ‘Once upon a time I used to be active’. Adopting a narrative approach to understanding physical activity behaviour in adolescent girls.

AU - Knowles, Ann-Marie

AU - Niven, Ailsa

AU - Fawkner, Samantha

PY - 2013

Y1 - 2013

N2 - In this article, we adopted a narrative approach to understand the decrease in physical activity (PA) behaviour in adolescent girls during the transition from primary to secondary school in relation to their socio-cultural and embodied/physical experiences. Fourteen adolescent girls were asked to tell their PA stories from their past whilst at primary school through to the present day whilst in secondary school. We adopted the analytical standpoint of a story analyst where the girls’ stories were used to examine the psychological processes that occur within the socio-cultural transition of their school environment and the embodiment transition from a child into a young woman. Our findings emphasised that the arena of physical education lessons provide a backdrop for a different identity (active identity) to be developed which contradicted with the socially acceptable stereotypical feminine identity. These competing identities for adolescent girls created narrative tension and enhanced psychological processes such as perceived competence and self-presentation. These were further shaped by the embodiment transition experienced. Important acknowledgement of the body as more than in its physical form needs to be understood as for many of these adolescent girls, the body held more meaning in their stories and influenced PA choices and beha

AB - In this article, we adopted a narrative approach to understand the decrease in physical activity (PA) behaviour in adolescent girls during the transition from primary to secondary school in relation to their socio-cultural and embodied/physical experiences. Fourteen adolescent girls were asked to tell their PA stories from their past whilst at primary school through to the present day whilst in secondary school. We adopted the analytical standpoint of a story analyst where the girls’ stories were used to examine the psychological processes that occur within the socio-cultural transition of their school environment and the embodiment transition from a child into a young woman. Our findings emphasised that the arena of physical education lessons provide a backdrop for a different identity (active identity) to be developed which contradicted with the socially acceptable stereotypical feminine identity. These competing identities for adolescent girls created narrative tension and enhanced psychological processes such as perceived competence and self-presentation. These were further shaped by the embodiment transition experienced. Important acknowledgement of the body as more than in its physical form needs to be understood as for many of these adolescent girls, the body held more meaning in their stories and influenced PA choices and beha

KW - used to be active

KW - once upon a time

KW - narrative approach

KW - exercise

KW - health

UR - http://www.scopus.com/inward/record.url?scp=84873487795&partnerID=8YFLogxK

U2 - 10.1080/2159676X.2013.766816

DO - 10.1080/2159676X.2013.766816

M3 - Article

JO - Qualitative Research in Sport, Exercise and Health

T2 - Qualitative Research in Sport, Exercise and Health

JF - Qualitative Research in Sport, Exercise and Health

SN - 2159-676X

ER -