Author(s): BROWN, N., FORREST, L.J., WILLIAMS, R., PIASECKI, J., BRUINVELS, G., Institution: SWANSEA UNVERSITY, Country: UNITED KINGDOM, Abstract-ID: 1408

Research has revealed that a higher prevalence of physical inactivity exists amongst girls in almost all countries globally. Persistent low physical activity levels amongst adolescent girls constitutes a global public health concern that has called for immediate evidence-based action. One aspect specific for females that may influence participation is the menstrual cycle. Elite female athletes have reported reducing or missing training because of menstrual-related symptoms, yet little research has explored the influence of the menstrual cycle on participation in physical activity which could have much larger negative impacts on long term health and wellbeing in females. This study aimed to explore adolescent girls experiences of the menstrual cycle in relation to participation in physical education (PE) in school. To address the aim of the study, a qualitative descriptive study was conducted. Nine focus groups with female pupils were completed across six school locations in England and Wales, including primary and secondary schools. A range of elements relating to the menstrual cycle, school and PE were discussed by pupils, this included current PE preferences and personal experiences within 4 identified key themes. The first two days of the period was reported my pupils to most affect taking part in PE, this coincided with the type of physical activity prescribed by the teacher. Running and jumping, gymnastics and swimming were reported to be activities avoided during menstruation either due to discomfort of menstrual cramps or breast soreness, the requirement to insert a menstrual product or the fear of leaking. Whereas lower intensity activities or a choice of activity were requested to help improve participation and create positive life-long habits. Additional aspects such as teacher empathy and PE kit influenced participation. Schools can utilise information from the current study to support participation of girls during PE, providing choice of activity or lesson adjustments to help adolescent girls stay physically active and improve overall health and wellbeing. Providing resources and training to teachers, designed with the pupil voice captured in the present study is required.