Physical Education Essay

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Recommended: The 5 physical education purposes

The present study was to determine the perception of coeducational and single-sex physical education between physical education teachers and university teacher educators. This review mainly focuses on (a) Physical Education Influenced by Title IX, (b) Participation, (c) Enjoyment and Preference, (d) Performance and Achievement, (e) Interaction with Teachers and Students, (f) Teacher Behaviors, (g) Safety Concern, and (h) Other Benefits. Physical education influenced by Title IX The public and private school in the United States remained separated the boys and girls in Physical Education until the passage of Title IX occurred in 1972. (Hannon, J.C., Ratliffe, T.) Due to the Scholars wanted to eliminate the gender inequity and inequitable teaching behaviors in physical education that limited the learning potential of boys and girls so Title IX was enacted. (Dunbar & O’Sullivan, 1986; Griffin, 1984; Treanor, Graber, Housner, & Wiegand, 1998). As a result, most secondary schools changed from single gender classes to coeducational classes in physical education. The physical education classes had become coeducational in nature and the boys and girls could take part in similar activities. (Gabbei, 2004; Hill & Cleven 2005). Lay (1990) stated that coeducational classes were one of the specific clauses issued by Title IX if they ignored this was breaking the law. Ligg (1993) also pointed out that the offering of single gender courses and programs were forbidden in Title IX. However, there were some arguments about coeducational physical education so it had led some calls for change. Scraton (1993) suggested that coeducational physical education returned to single gender physical education. The integration of boys and girls in physical educ... ... middle of paper ... ...d avoid activity with the boys because it was danger to them. Many girls had a big concern on physical development such as strength; size, power and speed were different between boys and girls; they chose not to participate in coeducational classes because of the physical disadvantages when participating with boys. (Derry, 2002) Other benefits Coeducational classes According to Griffin (1984) and Stamm (1979), they stated that coeducation was an initial opportunity to test the limits to remove gender-role stereotypes, so it provided a chance for student to learn and enjoy recreational activities together. Scott A. G. M. Crawford, professor college of Education and Professional Studies, from Eastern Illinois University said that coeducational environment was the best for the full development of students including social, physical, intellectual, and emotional growth.

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