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Gender Issues in Physical Education: A Qualitative Analysis of Middle School Performance
The purpose of this research proposal is an evaluation of the gender issues and problems that arise in physical education classes in middle school.
There is a large body of evidence supporting the notion that though childhood and adolescence are critical times to lay the foundation for physical activity for an individual's lifetime, "too many girls are insufficiently active" (Olasov & Ryan, 2000:37). The Surgeon General's report in 1996 reported that "more than half of young people aged 12 to 21 were not considered active on a routine basis," with young females disproportionately inactive as young males (Olasov & Ryan, 2000: 37; PCPFS, 1997).
There is also significant body of evidence suggesting that particularly in middle school regular participation in physical activities can help young women "weather the storms of adolescence" and eventually lead more grounded adult lives (Olasov & Ryan, 2000: 37).
Thus this research study will focus on the impact well rounded physical education has on middle school students, while particularly aspiring to answer the following questions: (1) what gender issues currently exist in physical education at the middle school level, (2) are boys and girls presented the same opportunities in middle school phys-ed, and (3) what changes might be made to resolve these issues based on past practice and current knowledge.
Significance of Study
The benefits of physical education in middle school are well documented and include improved mental health, limited risk for obesity, improved overall fitness and muscle strength, improved academic performance and attendance and higher overall levels of reported self-esteem among students (Olasov & Ryan, 2000; U.S. Department Health & Human Services, 1996). Thus it is important that students participating in physical education feel safe and comfortable in their environment so they go on to succeed in other areas of their life as adults. There is evidence that suggests that gender inequalities currently exist in the physical education classroom (Olasov & Ryan, 2000). Until these issues are resolved students participating in these sports will not realize the full benefits...
This study will attempt to define what exactly is necessary for students to realize the full benefits of physical activity participation.
Literature Review
There is some evidence suggesting that girls are participating more in middle school athletic programs, however there is also an ample body of evidence suggesting that there are still many barriers to this participation including perceptions that "girls with talent in athletics are considered tomboyish" (Olasov & Ryan, 2000:37). There are numerous factors that can negatively impact girls full participation in activities "including stereotyping from parents, teachers and even coaches," and lack of awareness among this same group of the potential social, emotional, physical and cognitive benefits physical education has to offer (Olasov & Ryan, 2000: 37).
Dollman (2003) notes that there are also fundamental gender differences that influence the way girls vs. boys compete and perform in athletics that is evident even from an early age, including in middle school. He goes on to suggest that a better understanding of the "physiological differences" between men and women is necessary in order to develop physical education programs that address the needs of girls and boys with respect to physical education (Dollman, 2003: 37).
Hutchinson (1995) points out that there are many influences that impact gender equity in physical education, none the least of which is gender stereotypes, which typically provide boys with greater opportunities than girls with respect to physical education. There is little evidence that single sex physical education is any better than co-educational physical education to combat stereotypes with regard to student performance or the potential of both girls and boys to succeed in the phys-ed classroom. Hutchinson (1995) cites Humberstone (1990) who notes that "merely mixing boys and girls together for physical education without creating a change in the teaching approach will only exacerbate misconceptions and mistrust between the sexes" (p. 203). Lack of sensitivity with regard to teaching approaches may also reinforce the "masculine hegemony" that currently exists with regard to male performance (Humberstone, 1990: 203).
Part of the problem lies…
References:
Dollman, J. (2003). "A problem-based approach to teaching exercise physiology: Gender differences in athletic performance." The Journal of Physical Education, Recreation & Dance, 74(9): 37
Humberstone, B. (1990). "Warriors or wimps? Creating alternative forms of physical education." In G.E. Hutchinson, Gender fair teaching in physical education, JOPERD: 66(1).
Hutchinson, G.E. "Gender-fair teaching in physical education." The Journal of Physical Education, Recreation & Dance, 66(1): 42
Olasov, L. & Ryan, C.A. (2000). "Mentoring for success female university students and at risk middle school girls." The Journal of Physical Education, Recreation & Dance, 71(9): 37
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