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Diversity Paper-Gender

Partner Project: Sam Anguiano and Paige Johnson

Gender Diversity in Physical Education

Since the effect of Title Nine in 1972, physical education has been mandated to integrate coeducational classes.  Since that time, both male and female students have received physical educational classes together in many schools.  According to the authors, Osborne and et al. question if coeducational physical education classes foster an effective learning environment.  According to our research of gender diversity, teachers and students, especially girls participate better in single-sex physical, enjoy PE more, have higher level of perceived athletic competence especially in physical education classes starting in the middle aged school years to high school.  Overall, the goal of physical education, whether it be taught in a single-sex or coeducational environment, educators should focus on fostering students lifelong pursuit to be physically active.

After much review of our articles concerning gender diversity in physical education, we feel that coeducational physical education classes are appropriate in the lower elementary levels (K-5); however, single-sexed classes start to become more appropriate at the start middle school as children move into adolescence, especially for girls.  According to Hannon and Williams (2013), through their research of literature they found that girls are more likely to have more teacher-to student interactions in single-sexed classes as compared to girls in coeducational classes.  The study added that girls also have more participation in male dominate sports; such as flag football, ultimate Frisbee, and soccer in single-sexed classes when they are in single-sex classes. 

According to Davis and Nicaise (2011) who focused on gender differences of fourth grade students in correlation to their perceived athletic competence (PAC) and enjoyment of physical education class (PE). The researchers noted that previous studies show that girls idea of PE enjoyment decrease upon adolescence. In this study, boys enjoyment with PE remained stable, while girls enjoyment of PE declined as they approached their teenage years. This study noted that there is a direct correlation between a student's PAC and their enjoyment with PE, especially in girls. As noted in this study as well as others, girls typically have a lower PAC compared to boys. Future research on ways to improve a student's PAC is recommended as well as educators considering these factors; gender, PAC and enjoyment of PE to direct and assist in their teaching. 

In conclusion, we felt that the results lead to a positive view of single-sex physical education classes. The data indicates that both sexes would benefit from single-sex physical education classes. Female in single-sex education classes had favorable views of physical education when they were involved in a single-sex physical education class. In the long run, our objective as physical educators is to produce citizens that will have a positive view of being physically active for the rest of their lives, this is the sole reason for physical education.

REFERENCE

James C. Hannon & Skip M. Williams (2008): Should SecondaryPhysical Education Be Coeducational or Single-Sex?, Journal of PhysicalEducation, Recreation & Dance, 79:2, 6-56

  

1  Paivi Berg & Elina Lahelma (2010): Gendering processes inthe field of physical education, Gender and Education, Vol. 22, 1, January2010, 31-46

JeanneKeay,(2007): Learning from other teachers: Gender influences, European PhysicalEducation Review 2007, 13:209

Osborne, Kelly; Bauer, Amy; Sultiff, Michael, (2002): MiddleSchool Students’ Perceptions of Coed versus Non-Coed Physical Education,Physical Educator, Spring 2002, Vol. 59, Issue 2

Hannon,J. C., & Ratliffe, T. (2007). Opportunities to Participate and TeacherInteractions in Coed versus Single-Gender Physical Education Settings. PhysicalEducator, 64(1), 11-20

Blogging Experience

Like the majority of my classmates I to am new to the blogging scene. This has been as hard and new as learning a foreign language, but I see the usefulness of it. I can see myself using this new medium of communication as a tool to my teaching. I can easily direct student, parents, teachers and administration to my blog to find information that I have posted that could be useful to them. My blog is found in http://inmotionape.blogspot.com obviously because you are reading this. I have found Jimmy's blog done in a way that its easy to find things and because he is also from the central valley. His blog is http://greekphysedteacher.blogspot.com 

Valuable Videos

Access Leisure & Paralympic Sport Sacramento Club

Consultation Articles To View

1.      Pope, J.M., (2009) General Physical Education Teachers’ Perceptions of Adapted PhysicalEducation Consultation (Masters Thesis) Available from Chico State DigitalRepository, Accession number ( chico.b1853063)

This study examined the perceptions that general physical education teachers have with the consultation of the adapted physical education teacher to include children with disabilities in general PE. A list of possible action and outcomes were established for possible issues i.e. teacher needing more time, more information, more frequency, and more concrete strategies. The outcome would be for both GPE teacher and APE teacher to come up with a model that will help them have an effective collaborative consultation model.

2.      DeVore,S., Miolo, G., & Hader, J., (2011) Individualizing Inclusion for PreschoolChildren Using Collaborative Consultation. Young Exceptional Children, 14(4),31-43

This article follows the implementation of inclusive services by a collaborative team of specialist that will help with Cory a preschool student with spastic cerebral palsy. The authors felt that if the collaborative team was able to have a single point of contact as noted by research that states that families feel more comfortable when there is one point of contact in a medical team. The researchers found that for a collaborative team to work they need to have some basic building block like: building relationships, gathering information, identifying goals and strategies, and implementing strategies and monitoring progress. By doing these steps the collaborative consulting team is assured consistency.

3.      Lytle, K.R., Collier, D., (2002)The Consultation Process: Adapted Physical EducationSpecialists’ Perceptions. Adapted Physical Activity Quarterly, 2002, 19,261-279

The author’s objective in this study was to see the type of perception that adapted physical education specialist had in the way they consulted with general physical education teachers. In their findings the author’s found that consultation benefited the student as the student evolved from elementary to middle school to high school. It was more effective because as the student moves forward academically they want to feel like a “normal” student. The only way to for this to happen is for the APE specialist to improve communication skills and general knowledge as well. Of course there needs to be a willingness from schools and districts to support this effort by money and training.