{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1507"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1507","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Exploring capacity and professional development needs of teachers: moving towards inclusive and engaging physical education for girls","abstract":"Physical education (PE) is an important opportunity for girls to accrue physical activity (PA), health benefits, and healthy PA behavioural patterns that track into adulthood. Girls often have negative experiences within PE, leading them to become disengaged. Teachers are influential on girls' experiences in PE. Professional development (PD) for teachers may help address girls’ disengagement and exclusion in PE. Through grounded theory qualitative research, we explored teachers’ capacity and PD needs for including and engaging girls in PE. Semi-structured focus groups and interviews were used to collect data with 10 Ontario teachers (N=10). Results showed that teachers’ capacity to teach girl-friendly PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. Teacher participants were using many evidence-based teaching practices; however, there were gaps to be addressed. This research provides insight and recommendations for future PD that aims to support teachers in girl-friendly teaching practices.","abstract_html":"Physical education (PE) is an important opportunity for girls to accrue physical activity (PA), health benefits, and healthy PA behavioural patterns that track into adulthood. Girls often have negative experiences within PE, leading them to become disengaged. Teachers are influential on girls' experiences in PE. Professional development (PD) for teachers may help address girls’ disengagement and exclusion in PE. Through grounded theory qualitative research, we explored teachers’ capacity and PD needs for including and engaging girls in PE. Semi-structured focus groups and interviews were used to collect data with 10 Ontario teachers (N=10). Results showed that teachers’ capacity to teach girl-friendly PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. Teacher participants were using many evidence-based teaching practices; however, there were gaps to be addressed. This research provides insight and recommendations for future PD that aims to support teachers in girl-friendly teaching practices.","abstract_has_math":false,"creators":["Bates, Danielle B."],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Health Sciences (MHSc)","degree_level":null,"degree_discipline":"Kinesiology","degree_department":null,"school":null,"contributors":[],"advisors":["Kerpan, Serene"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-01","date_published":"2022-08-01","updated_at":"2026-07-24T05:35:39Z","subjects":["Physical education","Teacher professional development","Teaching physical education","Girl-friendly physical education","Grounded theory"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1507","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kerpan, Serene"]},{"key":"dc:creator","label":"Author","values":["Bates, Danielle B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-08-30T19:43:27Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-30T19:43:27Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-08-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Kinesiology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Health Sciences (MHSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical education","Teacher professional development","Teaching physical education","Girl-friendly physical education","Grounded theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1507"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Physical education (PE) is an important opportunity for girls to accrue physical activity (PA), health benefits, and healthy PA behavioural patterns that track into adulthood. Girls often have negative experiences within PE, leading them to become disengaged. Teachers are influential on girls' experiences in PE. Professional development (PD) for teachers may help address girls’ disengagement and exclusion in PE. Through grounded theory qualitative research, we explored teachers’ capacity and PD needs for including and engaging girls in PE. Semi-structured focus groups and interviews were used to collect data with 10 Ontario teachers (N=10). Results showed that teachers’ capacity to teach girl-friendly PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. Teacher participants were using many evidence-based teaching practices; however, there were gaps to be addressed. This research provides insight and recommendations for future PD that aims to support teachers in girl-friendly teaching practices."]},{"key":"dc:title","label":"Title","values":["Exploring capacity and professional development needs of teachers: moving towards inclusive and engaging physical education for girls"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kerpan, Serene"],"dc:creator":["Bates, Danielle B."],"dc:date.accessioned":["2022-08-30T19:43:27Z"],"dc:date.available":["2022-08-30T19:43:27Z"],"dc:date.issued":["2022-08-01"],"dc:description.abstract":["Physical education (PE) is an important opportunity for girls to accrue physical activity (PA), health benefits, and healthy PA behavioural patterns that track into adulthood. Girls often have negative experiences within PE, leading them to become disengaged. Teachers are influential on girls' experiences in PE. Professional development (PD) for teachers may help address girls’ disengagement and exclusion in PE. Through grounded theory qualitative research, we explored teachers’ capacity and PD needs for including and engaging girls in PE. Semi-structured focus groups and interviews were used to collect data with 10 Ontario teachers (N=10). Results showed that teachers’ capacity to teach girl-friendly PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. Teacher participants were using many evidence-based teaching practices; however, there were gaps to be addressed. This research provides insight and recommendations for future PD that aims to support teachers in girl-friendly teaching practices."],"dc:identifier.uri":["https://hdl.handle.net/10155/1507"],"dc:language.iso":["en"],"dc:subject":["Physical education","Teacher professional development","Teaching physical education","Girl-friendly physical education","Grounded theory"],"dc:title":["Exploring capacity and professional development needs of teachers: moving towards inclusive and engaging physical education for girls"],"dc:type":["Thesis"],"thesis:degree_discipline":["Kinesiology"],"thesis:degree_name":["Master of Health Sciences (MHSc)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:39Z"}