Effects of Same-Sex versus Coeducational Physical Education on the Self-Perceptions of Middle and High School Students

Abstract

The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.

Coeducational and Single-Sex Physical Education in Middle Schools: Impact on Physical Activity

“…Current results suggest that girls-only classes can provide more emphasis on building the motor and sports skills many girls lack. Findings from previous studies indicate many girls do not prefer coeducational physical education classes (Lirgg, 1993(Lirgg, , 1994Treanor et al, 1998) and suggest they may be disadvantaged during them. Thus, some educational needs of adolescent girls might be better addressed in girls-only physical education.…”

“…Nonetheless, male and female students received differential treatment in coeducational physical education decades ago (Dunbar & O'Sullivan, 1986, O'Sullivan, Bush, & Gehring, 2002, and several authors raised doubts about the adequacy ofgirls' participation in these settings (Treanor, Graber, Housner, & Wiegand, 1998;Turvey & Laws, 1988;Wolf et al, 1993). 446 Treanor et al (1998) and Lirgg (1993Lirgg ( , 1994 found both boys and girls preferred single-gendered physical education formats, but other studies countered this notion (Griffin, 1984(Griffin, , 1985. Meanwhile, Griffin (1984) found that coeducational physical education was not negative for all girls or positive for all boys.…”

Motivation and Physical Self-Concept in Physical Education: Differences by Gender

“…This finding is coherent with studies that have demonstrated how gender determines children's perception within physical education classes and how it affects task engagement. Specifically, research that has examined the treatment of children of different genders has demonstrated that girls receive less positive feedback and do not have the same chances to participate as boys [49]. Teachers generally pay more attention to boys than girls and, as research shows, it is likely that children are aware of this unequal treatment and that it affects their perception and behaviour [50].…”

Coeducación y climas de aprendizaje en educación física. Aportaciones desde la teoría de Metas de Logro. (Coeducation and learning climates in physical education. Contributions from the Achievement Goals theory).

“…Así, las clases coeducacionales y las clases de igual sexo han sido comparadas en función del rendimiento de sus alumnos mediante tests de habilidad o tests de logro. La mayoría de estudios han encontrado diferencias mínimas o ninguna en el rendimiento de los alumnos en clases tanto coeducacionales como de igualdad de sexo (Brightwell, 1969;Tallman, 1970), debido, en cierta manera, al hecho de que pocas diferencias en el rendimiento pueden ser demostradas en periodos cortos en el tratamiento de dos o tres semanas de instrucción (Lirgg, 1993).…”

“…El clima de la clase, por tanto, juega un importante rol en el refuerzo de las diferencias de género presentes en las actitudes de logro, creencias y rendimientos del alumno (Lirgg, 1993). Con todo ello, parece evidente que entre los elementos que debería analizar el marco de investigación sobre la igualdad de trato se encuentran los aspectos metodológicos.…”