Gender differences in motivation for participation in extra-curricular dance: application of the Theory of Planned Behaviour

Abstract

A key influence on motivation to take part in lifelong physical activity is experience of physical education during the school years. Curriculum-based dance is important for providing a pathway into extra-curricular dance because, for many young people, physical education is their only opportunity to experience dance. A sample of 362 adolescents (mean age 11.10 years, SD .85) from four UK schools completed questionnaires assessing predictors of intention to participate in extra-curricular dance, based on the Theory of Planned Behaviour. Mixed measures analysis of variance were conducted to establish whether intention, attitude, subjective norm and perceived behavioural control changed over time and if any observed change differed between boys and girls. Girls were significantly more motivated to participate in extra-curricular dance than boys. Participation in dance during physical education did not influence this difference. Creating the opportunity to participate in dance is not sufficient to enhance motivation for participation.