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
Sam, your blog looks great! I love your and Paige's Diversity Paper. Such great points on single-sex Physical Education classes. Good job my friend!
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