Engaging adolescent females in physical education (PE) has been recognised as an ongoing ‘battle’ for educators over several decades (Evans, 2006; Slater and Tiggemann, 2010). Traditionally, adolescent females lack of participation has created numerous challenges for educators’ classroom planning and management, positioning disengaged teenage girls as a ‘problematic’ disruption towards their own and other pupils learning (Azzarito, Solmon, & Harrison, 2006). However, Flintoff and Scraton (2001) suggest that viewing girls as the ‘problem’ for low engagement levels is an unfair trend evident throughout literature. In support of this point, Evans (2006) illustrates female engagement in physical activity (PA) out with school is not always mirrored …show more content…
Results indicate female alienation may be due to socially institutionalised gender roles being constructed, maintained and reproduced by male dominance and female subordination, leading to the disempowerment of female physicality (Nilges, 1998). Additionally, Ennis (1999) explains female oppression and feelings of marginalisation may be due to boys’ levels of aggression, competitiveness and attitudes of superiority during PE, enhancing opportunities for male hegemony to occur within the learning environment (Connell, 1987). Moreover, further studies have identified peer influence as an indicator towards engagement levels, exemplifying the role friendships and social interactions can play towards ongoing participation or withdrawal in sport and PA (Slater and Tiggemann, 2010). Finally, a further theme which is often found in research is the inappropriateness of activity choices made by educators when aiming to meet the needs of adolescent females (Mitchell, Gray and Inchley, 2013). Therefore, it may be argued, it is crucial for educators to become aware of the factors which can contribute to disengagement patterns and aim to challenge them, not only for their own professional practice but also to encourage females to participate in PA throughout their education and life beyond …show more content…
The significance of this study comes from a strong body of literature and research which exemplifies female participation in core PE to be surpassingly lower in comparison to boys (Fagrell, Larsson, Redelius, 2012). By adopting a social-ecological approach this study aims to understand the factors which encourage or deter teenage girls’ engagement levels in core PE, under the following themes: Individual factor, Social factor and Environmental factor. This approach was taken to understand not only the internal, but also the external factors affecting female engagement, whilst providing a clear structure to the research. To finalise, this investigation intends to provide support and clarity for future
Boys- and more and more girls-who accept Jock Culture values often go on to flourish in a competitive sports environment that requires submission to authority, winning by any means necessary and group cohesion,” says Robert Lipsyte. In Kate Nolan’s article, boys are only allowed to play sports. Kate Nolan mentions, “A lot of people like to justify women’s supporting role in sports media by saying, “Well, they’ve never played the game, so they just aren’t qualified to speak about it.” Women are known to not play football because coaches never give them the chance to try. Another difference is Bill Stowe.
The influence of sports activities on boys’ identity and socialization experience remains a major interest in gender studies today. Michael A. Messner wrote an article called Boyhood, Organized Sports, and the Construction of Masculinities. The article examines the way sports focus and define what it is to be a masculine, studies variation in sports’ influences across social classes, and depicts lessons sports participation impacts for relationships beyond sports. Each area Michael A. Messner examined directly relates to three key concepts of psychology theories. The concepts consist of observational learning (social learning), conformity, and social identity. The research methods in the article are also a major factor contributing to the
For so long, the Athletic Training profession has been dominated by men. In the article “Women in Athletic Training”, the author Marcia K. Anderson does a study that describes what the pioneer women of athletic training had to go through during a time of male dominance. Women entered the athletic training realm as the underlings and weren’t respected as athletic trainers. “The purpose of the study was to describe, from their perspectives, the early experiences of women . . .,” (Anderson 42) rather than building an argument on how she feels about the situation, she’s going to be the middle man and explain their stories. It’s important for an author to establish credibility or ethos because one word or sentence could either be the death or birth of his/her reputation. Ethos lets the reader know whether or not the author is trustworthy. Although Anderson does not have personal experience with breaking into the field, interviewing the thirteen pioneer women gives her credibility in some areas while taking away in others. There are some key aspects she leaves out that lessen her credibility throughout the article, such as, not having any athletic training experience to fall back on, the demographics of the women she interviews, and how she interviews the women.
The existence of hegemonic power related to gender roles in sport limits the participation of students in Sport Aerobics. This hypothesis is supported by the data gathered from a survey that 24 Nambour High students took (Appendix 1). The survey included 2 female and male students from each year level. This survey revealed that only 16% of students have participated in Sport Aerobics and the majority of the students were from the senior year levels. When the students were asked what gender Sport Aerobics is for over half the students said both male and female. However, 37% of the students said that Sport Aerobics is for women only and 6 out the 9 students that answered women were male meaning that the majority of male students believe that Sport Aerobics is a feminine sport. None of the students believed that Sport Aerobics is an only male sport. Seventy percent of students throughout all the year levels believe that men are stronger than women. The only students that said women were female themselves. It is fixed in to student’s minds that men are stronger than women because of the lack of recognition to female athletes on the media. Students only see strong male athletes such as rugby league players presented on the media. This accounts for the 70% of students that do not watch any women’s sport and the only students that do were female. This result is due to the lack of women role models in the
This has become a huge source of concern. Male students take active part in sports activities. Girls on the other hand shun such activities. There has been a link between med...
Girls are told to stay indoors and play with their dolls or bake, while boys are encouraged to go outdoors, get dirty, and be adventurous. Wade and Ferree also state “sports are squarely on the masculine side of the gender binary” (Wade and Ferree, 174). Hence, we are brought up with the understanding that playing and talking about sports is a boy’s thing, which further promotes the notion that sports are a very masculine thing. Furthermore, as playing sports is competitive and is a way to show excellence, young boys are considered as “real boys” and “real men” later on. However, when boys do not talk about or play sports, they are considered feminine or “not real men.” The same rule applies for young girls. If young girls are too into sports, they are considered to be “too masculine.” This is true for me too. When I was younger, I was told to not play too much outdoors and to behave “like a girl.” The stigma that only boys should be allowed to play sports and it is not a feminine thing needs to be erased for us to welcome a more gender-equal
Sports, in general, are a male dominated activity; every “real” male is suppose to be interested and/or involved in sports in the American society. However, it is not expected of a female to be interested in sports and there is less pressure on them to participate in physically enduring activities. These roles reflect the traditional gender roles imposed on our society that men are supposed to be stronger and dominant and females are expected to be submissive. As Michael Kimmel further analyzes these gender roles by relating that, “feminism also observes that men, as a group, are in power. Thus with the same symmetry, feminism has tended to assume that individually men must feel powerful” (106).
There has been a link between media coverage and the indulgence of girls in sporting activities in schools. This is primarily because television and other media show sports as a preserve of men. As a result, there are few females in the sporting activities on media. Hence, female students never have role models to ape in sports. Boys find several sources of, motivation to participate in sports.
It has taken many years for women to gain a semblance of equality in sports. Throughout history, women have been both excluded from playing sports and discriminated against in sports. Men’s sports have always dominated the college athletic field, but women were finally given a fighting chance after Title IX was passed. Title IX, among other things, requires scholarships to be equally proportioned between men and women’s sports. Although this was a huge gain for women, gender inequality still exists in sports today. An example of this persisting inequality can be seen when looking at men’s baseball and women’s softball. In college, baseball and softball are both major NCAA sports. It is widely accepted throughout today’s society that baseball is a man’s sport, and softball is a woman’s sport. Very few people question why the two sexes are separated into two different sports, or wonder why women play softball instead of baseball. Fewer people know that women have been essentially excluded from playing baseball for a long time. This paper will focus on why softball has not changed the way women’s basketball has, why women continue to play softball, the possibilities and dynamics of women playing baseball with and without men, and the most discriminating aspect of women being banned from playing professional baseball.
The goal of this paper is to inform others of my reasoning why physical educators are important and why it is my dream to become one. There are three main points I would like to discuss: the value of physical education ,being a role model ,and why it is my dream to become one.
Whether its baseball, basketball, soccer, hockey, or tennis, sports is seen all over the world as a representation of one’s pride for their city, country, and even continent. Sports is something that is valued world-wide which has the ability to bring communities together and create different meanings, beliefs and practices between individuals. Although many people may perceive sports to have a significant meaning within our lives, it can also have the ability to separate people through gender inequalities which can also be represented negatively throughout the media. This essay will attempt to prove how gender is constructed in the sports culture while focusing on female athletes and their acceptance in today’s society.
Coalter et al. (1994) illustrated that those who stayed in education after the minimal school leaving age had higher rates of sports participation than the school leavers. This statement inspired the author of this review to research, and essentially ascertain what implications and constraints occur in an adolescent and adult environment when considering participating in sport.
There were many similarities and differences between the articles, The Third Dimension in Physical Education by Eleanor Metheny and How About Some Muscles by Charles McCloy. They are similar in that both authors take a dualistic approach in the philosophy of physical activity. Both authors also agree on the fact that physical education in a school’s curriculum can have a large impact on students overall quality of life. They both argue that physical education has been widely viewed as inferior to intellectual studies and that it should be given more perspective. In The Third Dimension in Physical Education, Metheny explains how educators play the role in providing opportunities to students where they could increase their involvement in physical
Opponents of physical education in schools state that gym is not the best way to utilize students’ time. Students’ should be given the choice to participate in gym class or not because many students aren’t as athletic and don’t enjoy it enough to want to do it in school. Despite this downfall, PE is important in students’ life and even though some don’t enjoy it as much, they need it in order to be successful in life. If not, diseases and health risks could come up and it wouldn’t be robust. Ultimately, physical education provides superior benefits.
“Children who exercise regularly have higher levels of self-esteem.” (Brown, W.J. & Brown P.R., 1996, p19). Teaching Physical Education can have immediate health benefits as it helps normalise body weight and body composition. Physical activity also promotes positive mental health. Both immediate outcomes may be useful in motivating physical activity practices so that they have long term benefits. One of the main benefits of physical activity is that “it keeps children involved and that it invariably makes you feel good.” (Brown, W.J. & Brown P.R., 1996, p19). Getting the correct amount of Physical activity in school hours will decrease the rates of obesity and will reduce the risk of diabetes, asthma, heart disease and other health related illness’. Regular exercise for children also helps their cardiovascular health and bone development. There is also evidence that Physical Activity has a positive effect on mental health in children, including reducing anxiety and depression and improving their mood. However, there is some evidence that for children who don’t enjoy Physical Education it can have a negative impact on their self-esteem and