Press Room

Are Our Girls Fit to Grow Up?
by Bonnie Ste-Croix

Once Upon A Time
Physical activity has long been recognized as a way to improve health, longevity, self-esteem and stress management. When this realization hit home in the 90s, eating right and getting fit became a trendy part of pop culture. More and more people integrated jogging, cycling or fitness centre workouts into their daily duties.

But what are the children doing? How much attention do we as caregivers and parents give to the level of physical fitness our young children are attaining? A great deal of research has compiled statistics on physical activity for children and its benefits, but most of this has been focused on children nine years and up. The results are not good: our children are less active than ever before.

Unfit Statistics

• 60 per cent of Canadian children do not meet average fitness standards.
• Children expend four times less energy today than children did 40 years ago.
• The average Canadian child watches 6.5 hours of television per day.
• Children do 75 per cent less exercise today when compared to children in the year 1980.
  (Fishburne, 1991)

Research on participation in physical activity shows that girls in particular are overwhelmingly under-represented. Even in the youngest age groups, girls are far behind the fitness trend. “Among preschoolers, boys spend 20 per cent more time – or four hours per week more – than girls in physical activity” (Canadian Fitness and Lifestyle Research Institute).

Although most research has focused on girls over age nine, especially teenaged girls, the need to include physical activity within female culture begins much sooner than that. In order for physical fitness to become an ingrained part of a person’s lifestyle, it needs to be included from the beginning. Stereotypes have no place in the healthy development of babies and children. If equal opportunity, encouragement and skills-building are offered from the time a child is born, that child will have not only a healthier introduction to living, but also the invaluable gift of choice — the ability to choose to participate based on personal interest.

“Females, beginning at an early age, undervalue and underestimate their capacity (and potential) for competency and physical activity. As a result, a girl’s competency in physical activity constantly falls further behind that of her male peers. She may select only activities that are traditionally female or be turned off physical activity altogether” (Dalhgren, 1988).

Despite this fact, few recent statistics are available depicting preschool girls’ participation in sport and physical activity. Conventional opinion holds that preschool boys and girls participate equally in sport. Yet as someone responsible for municipal preschool programs, I am acutely aware that this belief is inaccurate.

When analyzing 1999 Preschool Program registration for the City of Coquitlam, I found that preschool sport programs had enrolled over 71 per cent boys. In response to research suggesting that programs offering a combination of sports, crafts and games would be of greater interest to females, I offered one called Sports ’n Stuff. Registration for this program was 53 per cent girls and 47 per cent boys.

An informal study on preschool registration in sport done by Janna Taylor for the Kelowna, BC YM/YWCA showed that participation was 80 per cent boys and 20 per cent girls for the three to five age category in physical activity classes. Social recreation, on the other hand, was 60 per cent female and 40 per cent male.

It is parents who make most decisions about program registration for this age group. Although it is helpful for caregivers to be aware of modifications in programming that can make physical activity more inviting to young girls, it is vitally important for parents to unlearn the myths that being female means being less able to develop athletic ability and that being male means more able. [Refer to resource sheet #52 in this issue.]

They Huffed and They Puffed and They Blew the Myths Down
It happens all the time. Despite the popular belief that women and men are finally equal, and despite extended efforts to ensure that equality stays the norm, when the news comes that the pitter-patter of little feet will be female, out come the pink wallpaper, little dolls and strapped shoes. How can our young girls grow up to feel strong, confident and athletically capable if the world they enter has already decided they are nothing more than sugar and spice and everything nice?

Socially defined gender roles infiltrate our children’s lives even before they are able to speak. “By the age of six, both boys and girls believe that boys are better than girls at physical activities” (Dahlgren, 1988). But this is not something out of our control. As child care practitioners, we have many tools available to us, not the least of which are the young minds we are privileged to have in our care. The importance of teaching young girls that they are capable and that being active can be fun should not be underestimated. Skills can be learned, attitudes can be altered and self-esteem can be influenced. Adopting a philosophy that introduces AND encourages young girls to participate in physical activity can be one of the most important choices you make in their lives.

Equity in Physical Activity Programming
“Girls are not provided with the same opportunities as boys to participate in physical activity. As a result, girls have lower levels of skill competency and are not as physically active as boys. There are fewer opportunities for girls to participate in physical activity outside of the educational system because of an over-emphasis on male-dominated sports such as hockey and football.” — Dahlgren

As a little girl, were you intimidated to join a game of street hockey? As a little boy, were you not allowed to invite little girls over to play? The following easy steps help create an equitable atmosphere that encourage all young children to be active:

1. Encourage comfortable, easy-to-wash and easy-to-move-around-in clothing. Rarely do I see young boys attend preschool programs dressed in clothes that discourage free movement and mobility. The social messages about femininity our children perceive may suggest clothing that restricts active movement. Generally, children are much freer to move and run and play than adults. It is socially acceptable. It is natural. It is fun. Encouraging both boys and girls to dress in a way that allows them to take advantage of this freedom whenever it is appropriate gets them one step closer to an active lifestyle that will become a permanent part of their lives.
2. Look at the books used in your facility. Do they have men on white horses riding in to rescue helpless women? Does Mrs. Mouse cook in the kitchen while little Suzy Mouse sews and Mr. Mouse and little Christopher Mouse come in from the field for supper? I am astonished by the number of children’s books that continue to carry messages of helplessness, inferiority and domestic destiny for little girls. Such books hold compelling and weighted messages that influence children’s self-image development and their view of the world around them. Look for books that dispel sterotypes. For example, in Sesame Street books, no matter the race, gender or ability, everyone joins in the activity.
3. Pay attention to language and comments. Children pick up comments, attitudes and ideas from television, parents and friends. Language is a strong indication of what ideas and attitudes take form in young minds. Discourage disparaging comments like “boys don’t cry” or “you throw like a girl” or “little girls don’t do that!” Observations or guidelines about behaviour can be made without making reference to “little boys” or “little girls.” Create behaviour guidelines for all children. When a child makes a comment such as “girls can’t do that!” discuss it with them. Even preschool-age children can understand why such comments are not appropriate. Such small differences can greatly impact young impressionable minds.
4. Integrate activities. Create fun games and crafts that include movement and action. Children often take part in these activities without associating them with traditional sports and movement and any associated stereotypes. Integrating activities is a useful way to create interest and enthusiasm in physical activity and to build confidence. Later, the child will be able to make the transition to more traditional fitness and physical activities with a stronger sense of self-esteem.

There are a variety of ways to modify traditional activities so as to eliminate competitiveness and to keep the focus on participation. Libraries and the Internet offer a wealth of information on how to make these modifications and on alternative non-competitive game suggestions.

How to create an inviting environment for girls:

• set realistic goals
• communicate effectively with positive encouragement
• decrease competitive situations when learning
• avoid gender-typing activities
• present skillful female role models
• reduce anxiety-producing activities
  (Lirgg C. & Feltz D.)

Rapunzel, Rapunzel, Shoot Me the Puck
The concept of gender equity is evolving across Canada. Several cities have adopted gender equity policies and have allocated staffing and funding to see that these policies are reflected in service delivery. It is simply not enough to just offer programs; girls need to be encouraged to take part and to believe both that they are able and that it is worth it.

Gender equity recognizes that women and girls have traditionally been marginalized in the world of sport and physical fitness. For girls and women to reach the same end-points as their male counterparts, they first need to develop the skills to get there, and for that, they need to be offered activities that allow and encourage this development. “Equality focuses on creating the same starting line for everyone. Equity has the goal of providing the same finish line” (Kidd, Bruce).

The implementation of gender equity principles varies in the development of programs. Children
need opportunities to develop skills in a non-threatening, supportive environment. Preschool-aged girls and boys tend to be more similar in physical strength and ability, so we can offer co-ed activities. When there is evidence of noticeable disparity in abilities, skill, strength and size, boys and girls should take part in same-gender activities, but even then, only when they feel comfortable and can have success. Whether boys or girls, setting children up to compete against stronger or more highly-skilled participants can damage self-esteem and self-confidence and can deter future active participation. Conversely, a positive experience can build self-esteem and encourage future involvement.

And They All Lived Happily Ever After
We have entered a new millennium. For some time now, the year 2000 has been synonymous with futuristic technological revelations and progressive social change. We may have achieved medical realities previously thought possible only by miracle. Yet the paradox remains. As technologically advanced as we may be, we have managed to overlook something as fundamental and vital as healthy lifestyles for our children — all our children. Especially the well-being of our little girls.

Every time we walk down a toy aisle titled “girls,” drenched in pink dolls and plastic play houses, we are bombarded with social stereotypes. What about boys who want an Easy Bake Oven and girls who want to learn to play hockey? We cling to stereotypes that restrict our boys and girls — in choice, in belief and in practice. We feel shame instead of pride when our children’s behaviour challenges the norm. Instead, as adults, we need to use our knowledge to encourage young boys and young girls as they explore the many possibilities that lie before them.

We mustn’t disbelieve empirical evidence of gender disparity in sport because most of us have experienced it in our everyday lives. We can encourage our young boys to cook and our girls to play hockey because “Once upon a time” may be long out of our control, but “Happily ever after” is ours for the giving. In the year 2000, let’s work together for our children — boys and girls — so that they can truly have a chance for equal participation in physical activities. This means getting the girls active right from the start.

Bonnie Ste-Croix coordinates children’s recreation programs for the City of Coquitlam in BC. She is committed to gender equity principles and practice.

References
Dahlgren, Wendy (1988). A Report on the National Task Force on Young Women and Physical Activity. Ottawa: Department of Fitness and Amateur Sport.
Fishburne, Graham (May 1991). “The Well-Being of Children and Youths.” ACFWB Newletter.
Gender Equity In Recreation Services Policy for the City of London (November 1996). Department of Community Services; Recreation and Community Programs Division.
Kidd, Bruce (undated). University of Toronto. Promotion Plus Fact Files
Lirgg C. & Feltz D. (March 1989). “Female Self-Confidence in Sport: Myths, Realities, and Enhancement Strategies.” Journal of Physical Education, Recreation and Dance.
Promotion Plus Fact File (July 1996). Promotion Plus, Vancouver, B.C.