The impact of single-gendered versus coeducational physical education settings on female adolescent body image and self-esteem: resisting the weight of body image and self-esteem issues in adolescence

Resistance training is related to disease prevention, improved health, and positive psychosocial well-being in adults and adolescents. Further, resistance training is positively associated with body image and self-esteem. However, most adolescents do not meet activity guidelines, particularly for resistance training. Schools play an essential role for increasing physical activity. Little is known about the effects of different classroom formats for resistance training, i.e., single-gendered versus coeducational, on body image and self-esteem in female adolescents. PURPOSE: To determine the effects of single-gendered versus coeducational resistance training on body image and self-esteem in adolescent females. METHODS: High school females (n = 30) completed 6-weeks of resistance training in a single-gendered or coeducational class. Body image and self-esteem were measured at week 0 and week 6. Data were analyzed using a 2 x 2 repeated measures ANOVA. RESULTS: There were no significant differences in body image between groups (p = .32) or over time (p = .78). Further, there were no differences in self-esteem due to group (p = .36) or time (p = .86). Self-esteem scores for the single-gendered group remained consistent from weeks 0 (25.31. ± 5.08) to 6 (25.31 ± 4.14). Although slightly higher, the coeducational scores did not differ from weeks 0 (26.36 ± 3.65) to 6 (26.64 ± 3.0). CONCLUSIONS: Our findings suggest that resistance training classroom setting may not impact body image or self-esteem. Further, neither classroom setting negatively influenced psychosocial well-being. Future research should use a longer intervention in more diverse populations of high school females