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Study aim : To examine single-sex classes versus coeducational classes in 7 th  grade PE and the effect the setting had on physical activity (PA) levels and self-competence. Material and methods : A total of 85 students aged 12–13 years old, enrolled in the 7 th  grade from one junior high in the Midwestern part of the U.S.A. participated. Classes were randomly assigned as coed or single-sex. The study took place during eight lessons of a basketball unit. Four of the lessons focused on skill and four focused on game play. Average heart rate (HR) levels were recorded through HR monitors. A modified version of the Confidence in Learning Mathematics scale was administered to the students. Results : A 2 × 2 Factorial ANOVA was completed to examine the effect of setting and gender on average HR during gameplay lessons, average HR during skill-based lessons, confidence, usefulness, and appropriateness. Results revealed on average, girls had fewer bpm compared to boys during gameplay. Also, girls in the single-sex setting had, on average, higher HR during gameplay compared to girls in coeducational. Conclusions : Similarly, to other research, males had higher bpm during game play than females and higher HR’s in the single-sex setting than the coed setting. This suggests that during basketball it might be more ideal for females to participate in a single-sex setting to elicit more activity.

The effects of single-sex versus coeducational physical education on american junior high PE students’ physical activity levels and self-competence