Table 1
Characteristics and results of the selected studies (in alphabetical order)
| Author (year) | Factors | Sample Population | N1 | Design | Instrument | Relevant Results |
| Ahmed et al. (2020) | 1-2-8 | Athletes between the ages of 11-21 | 382 | Quantitative Cross-sectional | Sport Motivation Questionnaire | The motivational factor “health” is ranked higher for girls and the factor “social status” for boys. |
| Amado et al. (2015) | 1-2-8-9 | Athletes between the ages of 10-16 Parents | 321 321 | Quantitative Cross-sectional | NPB2, Parental Support, Motivation and Enjoyment of Sport Questionnaires | Parental pressure is negatively related to NPB satisfaction. NPB is a positive predictor of intrinsic motivation. Motivation is a predictor of enjoyment of PA. |
| Beasley & Garn (2013) | 1-2-7 | Girls in Year 8, 9 and 10 | 34 | Quantitative Cross-sectional | Motivation and Self-perception Questionnaires | Extrinsic motivation is directly related to physical self-concept, but not to PA. |
| Bevan et al. (2021) | 6-7-8-9-10 | Girls involved in “male sports” between the ages of 13-17 | 34 | Qualitative | Focus Group and Interview | The reasons behind adolescent girls’ participation in PA can be summarised as: social connection, club mentors (elite representatives) and female role models in the media. |
| Bevan & Fane (2017) | 2-7-8-9-10 | Female athletes between the ages of 13-17 | 34 | Qualitative narrative | Focus Groups and Interviews | Increasing lack of role models for girls. Gender discrimination is apparent in the nature of the language used and the organisation of school sport. Girls perceive themselves as “less competent” than boys. |
| Budd et al. (2018) | 7-8 | Girls in Year 6 | 1,721 | Quantitative Cross-sectional | Accelerometer and Enjoyment of PA, Social Support and School Environment Questionnaires | Girls’ enjoyment of PA was significantly impacted by: teachers, boys, family and neighbourhood. Only the social support of friends has a direct effect on PA. |
| Castro-Sánchez et al. (2016) | 1-7-8 | Adolescents between the ages of 15-18 | 2,134 | Quantitative Cross-sectional | PA, Family PA and Motivation Questionnaires | Girls gear PA towards leisure and recreation and boys towards the competitive factor. Girls exhibit higher scores in the task-oriented environment and boys in the ego-oriented environment. |
| Cowley et al. (2021) | 2-3-5-6-7-8-9-10 | Girls between the ages of 13-17 | 48 | Qualitative | Questionnaire and Focus Groups | Girls’ PA is influenced by intrapersonal (being judged and changing priorities), interpersonal (pressures and social support) and organisational (sport environment) factors. |
| Davison et al. (2010) | 1-2-5-6-10 | Girls aged 13 | 151 | Quantitative Longitudinal | Accelerometer, Stethoscope and Enjoyment and Sport Motivation Questionnaires | Lack of competence is the most common reason for disliking PA, followed by perceived effort or fatigue. The least common are physical impact, identity and lack of opportunities. |
| Dawes et al. (2014) | 1-2-6-7 | Young Europeans | 986 | Quantitative Longitudinal | Value of Sport, Self-perception and Sport Participation Questionnaires | Men participate more in organised sports and have higher scores for self-competition. Gender does not predict informal participation. Perception of competence influences participation. |
| Diaconu-Gherasim & Duca (2018) | 8 | Adolescents between the ages of 12-15 | 120 | Quantitative Cross-sectional | Attachment and Interpersonal Relations Questionnaires | Girls perceive themselves to be more prosocial than boys. Secure attachment with parents has an impact on the quality of friendships and social competence in the team environment. |
| Drummond et al. (2022) | 1-2-5-6-7-8 l | Secondary School Students Faculty Parents | 2,189 11 5 | Explanatory Sequential Mixed | Focus Groups, Interviews and PA, Motivation, Resilience, Self-esteem, and Body Appreciation Questionnaires | Changing priorities during adolescence, lack of time and financial cost limit PA participation. Fun, friendship, empowerment and competition are motivators for girls’ PA. The role of coaches and parents is very important. |
| Eime et al. (2015) | 2-5-6-7-8 | Students in Year 7 and 11 | 440 | Quantitative Longitudinal | Questionnaires on Perceived Competence, Self-efficacy, PA, Support, Environmental and Socio-economic factors | Lack of time and energy as factors, as well as the importance of the educational environment, increase with age. Support from family and friends and perceived competence have a decreased importance over time. |
| Eime et al. (2016) | 2-4-5-6-7-8-9 | Students in Year 7 and 11 | 729 | Quantitative Longitudinal | PA Questionnaire and Diary | With age, non-competitive-organised sports environments have an increased importance (lack of time). Support from family and friends has a decreased importance over time. |
| Frömel et al. (2022) | 1-2-3-7 | Girls and boys | 1,558 | Quantitative Cross-sectional | Motivation and PA Questionnaires | Boys are more motivated than girls in all respects, except when it comes to aesthetic appearance. Enjoyment, competition and appearance as motivators increase PA participation the most. |
| Gil-Madrona et al. (2014) | 7-10 | Girls and boys in Year 6 | 250 | Quantitative Cross-sectional | Questionnaire on PA at school | 28.5% of girls feel that they are neglected when playing with boys. Many girls feel that they are chosen last. 25% of the participants differentiate between sports exclusively for boys and girls. |
| Gil-Madrona et al. (2017) | 7-10 | Girls and boys in Year 6 | 1,094 | Quantitative Cross-sectional | Questionnaire on PA at school | Girls feel that boys do not let them play and feel more neglected than boys. Boys are more likely to agree that there are different games for boys and girls. |
| Kirby et al. (2012) | 6-7 | Girls in Year 2 and 4 CSE School principals | 1,978 123 | Quantitative Cross-sectional | Girls’ and School Survey on school PA | PE is the predictor that most increases PA participation in adolescent girls. Adolescent girls in schools with a greater variety of clubs are more likely to be physically active. |
| Knowles et al. (2014) | 1-2-3-4-5-8-10 | Adolescent girls | 14 | Qualitative narrative | Narrative Interviews | During adolescence, perception of competence decreases and there are changes in motivation and a loss of sense of purpose regarding PA. Body shape is of greater concern when boys are present. Dominant social values contradict the active identity. |
| Kopcakova et al. (2015) | 1-2-8 | Students aged 11, 13 and 15 | 9,018 | Quantitative Cross-sectional | PA Questionnaire and Motivators for PA | Social and health motivators (body image and weight control) are ranked more highly by girls; and being a “good male” and achievement motivates boys. |
| Lawler et al. (2022) | 3-8 | Adolescents between the ages of 12-17 | 995 | Quantitative | PA Diary and Support, Pressure, Social Acceptance and Teasing Questionnaire | Support from friends is more influential than parental support. Girls feel more parental pressure than boys. Girls are more likely to be teased than boys. |
| Mac-Pherson et al. (2016) | 2-4-6-8 | Athletes between the ages of 13-17 | 8 | Qualitative Narrative Enquiry | Photocompetition and Interviews | Positive influence of interactions with peers in the sport context on the development of the psychological (commitment, self-esteem, etc.), social (extroversion, humour, etc.) and physical (body image) self. |
| Mateo-Orcajada et al. (2021) | 8-10 | Students between the ages of 12-16 Parents | 965 1,599 | Quantitative Cross-sectional | PA Student Questionnaire and PA and Stereotypes Parent Questionnaire | The educational level of mothers is related to the PA of their sons and daughters. Fathers’ PA is related to their children’s PA. Gender stereotypes of mothers are related to girls’ PA. |
| Mitchell et al. (2015) | 1-2-3-7-8 | Girls “disengaged” from PE between the ages of 12-13 | 5 | Qualitative Longitudinal | Interviews | Existence of psychological factors (lack of motivation, low perception of competence), environmental factors (equipment, changing rooms, etc.) and social factors (PE teachers, male peers). Lack of choice is the main reason for girls dropping out of sport. Girls participate more in single-sex settings. |
| Morano et al. (2020) | 2-3-5-6-10 | Female athletes between the ages of 14-21 | 261 | Quantitative Cross-sectional | Self-perception, Anxiety, Sport Performance and Bio-psychosocial States Questionnaires | Athletes who play individual sports score lower on confidence and higher on worry than athletes who play team sports. |
| O’Reilly et al. (2022) | 2-3-5-7-8-10 | Girls between the ages of 12-15 | 104 | Qualitative | Focus Groups | Importance of gender stereotyping, choice of activities, empowerment and inequalities in PA and sport in increasing adolescent girls’ PA. |
| Owen et al. (2019) | 1-2-5-6-7-8 | Adolescent Girls | 110 | Mixed | PA Questionnaire and School PA Perception and Focus Group | Factors hindering sport participation: lack of time, motivation and options. Increased fun and motivation when participating with friends. Importance of non-competitive PA. Adolescent girls perceive favouritism in PE classes. Importance of autonomy and teamwork. |
| Zook et al. (2014) | 2-5-6-8 | Students in Year 8 | 561 | Quantitative Longitudinal | Accelerometer, Survey, Scale, Measuring Table and Geographic Information System | High physical self-concept, social support (family and friends), and a shorter distance between home and a park increase the likelihood of maintaining active habits. Early pubertal development (menstruation) may decrease PA. |
| Zucchetti et al. (2013) | 1-2-6-8 | Female athletes between the ages of 10-14 | 127 | Quantitative Cross-sectional | Motivation, Sport enjoyment, Social Self-efficacy and Coaching Behaviour Questionnaires | Enjoyment is positively associated with motivation. Social support and coach leadership styles increase motivation. Autocratic styles negatively affect motivation. |
| Note. 1Sample size; 2Basic Psychological Needs | ||||||
