Gender constructions and negotiations in physical education: case studies

With-Nielsen, Ninna; Pfister, Gertrud

doi:10.1080/13573322.2011.601145

Cited by 60 publications

(56 citation statements)

References 21 publications

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“…Moreover, Yılmaz [34] determined that such sub factors as team spirit, physical fitness, fun, friendship and competition are much important for male athletes than it is for female athletes. Nielsen & Pfister [25] stated in a case study based on sex in physical education that most of the male students like doing sports and have tendency in doing physical activity and sports while many of the female students participate in sports in order to have better body shape.…”

Section: Discussionmentioning

confidence: 99%

Participation Motivation for Extracurricular Activities: Study on Primary School Students

Acar¹,

Gündüz²

2017

ujer

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The aim of this study is to analyse the participation motivation for extracurricular activities; study on primary school students. It also analysed whether such factors as age and sex change on the basis of their participation motivation. The population of the study is composed of 797students in primary school and, the sample is composed of 513 students. Students are participating in the extracurricular activities were included in an activity each month. Implementations continued for seven months. The activities were implemented, "Participation Motivation Scale", as a data collection tool, was applied to the students. As a result, it was determined that male and female students attending to the activities deemed "skill development" as the most important factor. There was statistically significant difference between female and male students such sub-dimensions as "fun", "success/status" and "movement/being active" in the study. The positive impacts of participation will, enthusiasm and excitements and also the students' physical, psychological and social developments were observed.

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Section: Discussionmentioning

confidence: 99%

Participation Motivation for Extracurricular Activities: Study on Primary School Students

Acar¹,

Gündüz²

2017

ujer

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“…He contrasted the values and practices of the community of practice of PE with the values and practices of the community of practice of computer gamers, which he wanted to be part of. That the incompatibility of identities can restrict participation in PE is confirmed by studies showing that some girls feel caught between the values of feminism and the values of masculinity in PE (Cockburn & Clark, 2002;With-Nielsen & Pfister, 2011;O'Donovan, 2003).…”

Section: Field 4: Participation Without Meaningfulness and Legitimacymentioning

confidence: 59%

“…Several studies have shown that gendered practices and values have a negative effect on girls' participation in PE and that boys' control of the learning environment negatively affects girls' experiences and learning (Evans, 1989;Evans, Lopez, Duncan, & Evans, 1985;Griffin, 1984;Scraton, 1993;Oliver, Hamzeh, & McCaughtry, 2009). Furthermore, recent studies have found that girls often find it incompatible to identify themselves as girls and "doers" of PE at the same time and therefore try to avoid participation in PE (Cockburn & Clark, 2002;With-Nielsen & Pfister, 2011). A similar concern has been raised by O'Donovan (2003), reporting how some girls' ability to benefit from educational experiences in PE is hampered by anxiety related to being socially accepted by peers.…”

Section: Previous Researchmentioning

confidence: 99%

The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

Jensen

Agergaard

2015

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Existing research on inclusion and exclusion processes in physical education (PE) has particularly focused on exclusion from PE as something being done to students and attributed to specific social categories such as (female) gender, (low) physical skills or (minority) ethnic background. This article aims to develop a social-relational perspective on inclusion and exclusion processes defined as students' participation or non-participation in PE interpreted as a community of practice. In so doing, the article examines how students' experiences of participation and non-participation in PE are influenced by complex interactions within the group of students and in negotiations with teachers about the values and practices of PE. The article is based on an embedded single-case study carried out over the course of 6 months through weekly observations of PE classes in a multi-ethnic school, as well as focus group interviews with students and teachers. Using Etienne Wenger's conceptual tools, we show that a student's degree of participation in the community of practice of PE-classes is closely related to the legitimacy of the student and the extent to which the student experiences PE as meaningful. Some students were excluded from PE because they did not have the physical skills and social relations necessary to gain legitimacy from other students. Others chose not to participate because PE was not meaningful to them. This latter type of non-participation from students who experienced lacking meaningfulness was evident in PE classes that had little transfer value and limited prospect for students to develop the knowledge, skills or the understanding necessary to move towards full participation in the classes. Thus, the article argues that an understanding of the variety in students' participation or non-participation is important not only in terms of how we talk about students as passive victims or active agents, but also in terms of future intervention aimed at promoting inclusion processes in PE.

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“…A number of studies about gender and able-bodied students' experiences have revealed that while boys are generally more positive to PE, girls may experience uneasiness and anxiety during these lessons (Eriksson et al, 2003;Evans, 2006;Larsson et al, 2009;Olafson, 2002;van Daalen, 2005;With-Nielsen & Pfister, 2011). It has been argued that the gender differences are (re)produced in PE, since the lessons are dominated by activities considered masculine, that is, various kinds of ball sports, while activities considered feminine, such as dance and gymnastics, are marginalized (Fagrell, Larsson, & Redelius, 2012;Larsson et al, 2009;With-Nielsen & Pfister, 2011).…”

Section: Gender and Pementioning

confidence: 99%

“…The majority of research has rather focused on the teachers' attitudes towards inclusion (Fitzgerald, 2005;Fitzgerald & Stride, 2012;Smith & Thomas, 2006). Moreover, while it is well documented in studies from various countries that more girls than boys (without disabilities) dislike PE, and the underlying factors that cause this discomfort have been examined (Eriksson et al, 2003;Evans, 2006;Larsson, Fagrell, & Redelius, 2009;Olafson, 2002;van Daalen, 2005;With-Nielsen & Pfister, 2011), research about disability and PE, just like mainstream disability studies (Bê, 2012), have seldom had a gender perspective. This is problematic for two reasons.…”

Section: Introductionmentioning

confidence: 99%

‘You do it in your own particular way.’ Physical education, gender and (dis)ability

Apelmo

2018

Sport, Education and Society

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The aim of this article was to explore, from a gender perspective, how young sporting women with physical impairments experience physical education (PE), and which strategies they use to manage situations that arise in the everyday interaction in connection with those lessons. Phenomenology provides a theoretical framework that includes the body. Ten semistructured interviews were conducted with the women, aged 15-28. In addition, semi-structured interviews were held with three boys, aged between 10 and 15, and with one male coach. Those latter interviews are used in the article as material for comparison. The young women had a strong aspiration to appear normal. However, in relation to PE, the participants highlighted issues dealing with experiences of exclusion and special treatment. It appeared to be difficult for teachers to see these women as the sports-interested youths that they were. The young women used different strategies of resistance. Some of them did not participate in certain aspects of PE, or chose to quit the whole course. To receive a higher grade, another participant showed the teacher her medals from the Swedish national swimming championship, thus stressing her competence. When the women finally described the stigmatization that they had been subjected to, they avoided positioning themselves as victims, by downplaying the seriousness of a discriminatory situation or by using in the interview the word 'we' instead of 'I', thus describing the incident in collective terms. Previous research supports the suggestion that the students' opportunities to show their capacities and strength during PE are dependent on the students' gender. While one of the boys and a male coach gave examples of experiences of more inclusive PE, with a potential to challenge the ablebodied norm within the subject, the gender norm remained unquestioned. ARTICLE HISTORY

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Gender constructions and negotiations in physical education: case studies

Cited by 60 publications

References 21 publications

Participation Motivation for Extracurricular Activities: Study on Primary School Students

Participation Motivation for Extracurricular Activities: Study on Primary School Students

The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

‘You do it in your own particular way.’ Physical education, gender and (dis)ability

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