Secondary education student bodily practices: implications of gender in and outside physical education classes

Abstract

Abstract--The present study aimed to analyze the bodily practices of high school students inside and outside of the physical education classes from the perspective of gender. A total of 426 students (63.7% girls and 36.3% boys) enrolled in the 2nd year of public high schools in a municipality in the interior of São Paulo State participated in the study. To collect the data, a questionnaire was elaborated and analyzed based on categories of survey and systematic cross-gender comparisons. The results showed that, in general, boys are more physically active than girls, regarding practices inside and outside of physical education classes. Distinctions were found regarding the bodily manisfestations chosen by each group, the behavior associated with the social and the cultural contexts to which boys and girls are exposed from birth to adult life.

Influence of Gender Stereotype on Participation in Physical Education Class of High School Students

“…Regarding a gender survey analysis of the physical activity in high school for boys and girls during childhood, the data show that boys' participation in physical activity and level of physical education accounts for the majority of the male to female ratio, as well as a higher appreciation of sports, whereas on the other hand, girls have a high percentage of participation in sports they like only and do not like nor participate in sports [4]. In addition, when it comes to selecting classes for physical education, boys are more likely to lean toward dynamic sports such as those involving adventure sports, while girls are more likely to lean toward static sports such as dance [4]. Girls have a lower participation rate in physical education classes as well as a lower level of interest in these classes than boys do.…”

Gender Participation and Preference: A Multiple-Case Study on Teaching Circus at PE in Brazilians Schools

“…Whether intentional or unconscious, teachers' approaches for students of different genders influence student participation and preference for different activities (Garcia, 2013). For this reason, there have been sustained efforts in Brazil to promote gender equality in school PE, using a critical approach to navigate the internal (curricular, administrative) and external (social, cultural) tensions and conflicts of school programs (Cardoso et al, 2005;Ferreira et al, 2016). We are therefore interested not only in overall participation in circus activities, but specifically interested in whether participation in circus PE activities replicates or reduces the gender asymmetry seen in other PE activities.…”