ArticleFrontiers in psychology2025
Teaching strategies for promoting female college students' physical activity.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Teacher interpersonal behaviors and student engagement in single-gender physical education: the mediating role of achievement emotions and the moderating effect of class gender composition.Frontiers in psychology · 2026Article
- Comparative analysis of physical fitness and body composition in first-year bachelor sports sciences students from France and Portugal.BMC sports science, medicine & rehabilitation · 2025Article
- A narrative review of barriers to and promotion strategies for female college students' sports participation in a cross-cultural context.Frontiers in public health · 2025Review
Corrections and comments
- Erratum issued
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Although physical activity (PA) levels among female students have improved in primary and secondary education, female undergraduates consistently show lower PA levels compared to males and younger female students. Previous studies suggest that gender stereotypes and socially constructed traits significantly impact females' choices and engagement in sports. This study examines how gender roles and sports type choices influence PA levels and physical exercise involvement among female undergraduates. Method: Cluster sampling was used to recruit 500 undergraduates (256 males, 244 females) from five universities in Shanghai. Valid data from 439 undergraduates (mean age = 19.02 ± 1.04 years) were collected using the Physical Activity Rating Scale (PARS-3), Chinese College Students' Sex-Role Inventory (CSRI-50), and Physical Exercise Involvement Scale (PEIS). Data were analyzed through descriptive statistics, chi-square tests, and ANOVA. Results: Female undergraduates had significantly lower PA and physical exercise involvement scores compared to male peers (PA: Conclusion: Gender stereotypes significantly impact female undergraduates' PA levels and physical exercise involvement. Promoting androgynous traits and reducing gender-role constraints in educational contexts can enhance female undergraduates' PA engagement. Future educational strategies should emphasize gender inclusivity and autonomy to address existing gender-related disparities in sports participation.
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