Gender inequalities in middle school physical education classes

Gender Issues in Physical Education: A Qualitative Analysis of Middle School Performance

The purpose of this research proposal is an evaluation of the gender issues and problems that arise in physical education classes in middle school.

There is a large body of evidence supporting the notion that though childhood and adolescence are critical times to lay the foundation for physical activity for an individual's lifetime, "too many girls are insufficiently active" (Olasov & Ryan, 2000:37). The Surgeon General's report in 1996 reported that "more than half of young people aged 12 to 21 were not considered active on a routine basis," with young females disproportionately inactive as young males (Olasov & Ryan, 2000: 37; PCPFS, 1997).

There is also significant body of evidence suggesting that particularly in middle school regular participation in physical activities can help young women "weather the storms of adolescence" and eventually lead more grounded adult lives (Olasov & Ryan, 2000: 37).

Thus this research study will focus on the impact well rounded physical education has on middle school students, while particularly aspiring to answer the following questions: (1) what gender issues currently exist in physical education at the middle school level, (2) are boys and girls presented the same opportunities in middle school phys-ed, and (3) what changes might be made to resolve these issues based on past practice and current knowledge.

Significance of Study

The benefits of physical education in middle school are well documented and include improved mental health, limited risk for obesity, improved overall fitness and muscle strength, improved academic performance and attendance and higher overall levels of reported self-esteem among students (Olasov & Ryan, 2000; U.S. Department Health & Human Services, 1996). Thus it is important that students participating in physical education feel safe and comfortable in their environment so they go on to succeed in other areas of their life as adults. There is evidence that suggests that gender inequalities currently exist in the physical education classroom (Olasov & Ryan, 2000). Until these issues are resolved students participating in these sports will not realize the full benefits of their participation. This study will attempt to define what exactly is necessary for students to realize the full benefits of physical activity participation.

Literature Review

There is some evidence suggesting that girls are participating more in middle school athletic programs, however there is also an ample body of evidence suggesting that there are still many barriers to this participation including perceptions that "girls with talent in athletics are considered tomboyish" (Olasov & Ryan, 2000:37). There are numerous factors that can negatively impact girls full participation in activities "including stereotyping from parents, teachers and even coaches," and lack of awareness among this same group of the potential social, emotional, physical and cognitive benefits physical education has to offer (Olasov & Ryan, 2000: 37).

Dollman (2003) notes that there are also fundamental gender differences that influence the way girls vs. boys compete and perform in athletics that is evident even from an early age, including in middle school. He goes on to suggest that a better understanding of the "physiological differences" between men and women is necessary in order to develop physical education programs that address the needs of girls and boys with respect to physical education (Dollman, 2003: 37).

Hutchinson (1995) points out that there are many influences that impact gender equity in physical education, none the least of which is gender stereotypes, which typically provide boys with greater opportunities than girls with respect to physical education. There is little evidence that single sex physical education is any better than co-educational physical education to combat stereotypes with regard to student performance or the potential of both girls and boys to succeed in the phys-ed classroom. Hutchinson (1995) cites Humberstone (1990) who notes that "merely mixing boys and girls together for physical education without creating a change in the teaching approach will only exacerbate misconceptions and mistrust between the sexes" (p. 203). Lack of sensitivity with regard to teaching approaches may also reinforce the "masculine hegemony" that currently exists with regard to male performance (Humberstone, 1990: 203).

Part of the problem lies in the fact that girls and boys traditionally enter phys-ed classes with "preconceived ideas" regarding their ability to perform and the abilities of the opposite sex (Hutchinson, 1995). The only way that each will realize gender fairness within the physical education classroom according to many is if physical educators create a learning environment where both boys and girls feel safe "to explore and develop their abilities" with regard to sports and physical activity, and where boys and girls gain an equal amount of respect for doing so (Hutchinson, 1995: 42).

Many studies have verified that preconceived notions and beliefs influence teacher's expectations of student performance whether a student is participating in physical activity or performing complex mathematical equations (Hutchinson, 1995). There is what is called a self-fulfilling prophecy that exists with regard to performance, thus it is vital that teachers begin identifying the ways they might be developing expectations for students and start directing students toward achieving their best (Hutchinson, 1995:42).

Methods

The methods employed for purposes of this evaluation include a qualitative analysis on the current issues facing middle school students participating in physical education activities. Specifically the researcher investigated several studies that examine gender issues facing middle school students in an effort to observe and make note of the current trends in physical education.

Conclusions

There is ample evidence that suggests that girls are treated differently from boys in the physical education classroom, even at the middle school level. It is vital that changes are made with respect to instructional methods to ensure that girls are encouraged to excel in the same manner that boys are, in order to ensure that both genders reap the full benefits of physical education. The full benefits as identified by the study included increased self-esteem, sense of wellness and improved fitness.

There is evidence suggesting that teachers must work consciously to overcome any predetermined or preconceived beliefs they have with regard to student performance in an athletic sense, if gender stereotypes are to be overcome in the realm of physical education. Follow up studies should be conducted to analyze what methods teachers have employed successfully to overcome these inequalities, and to determine whether or not equal access to and acceptance of participation among both genders leads to an improved sense of well being and accomplishment as students grow into adults.

References:

Dollman, J. (2003). "A problem-based approach to teaching exercise physiology: Gender differences in athletic performance." The Journal of Physical Education, Recreation & Dance, 74(9): 37

Humberstone, B. (1990). "Warriors or wimps? Creating alternative forms of physical education." In G.E. Hutchinson, Gender fair teaching in physical education, JOPERD: 66(1).

Hutchinson, G.E. "Gender-fair teaching in physical education." The Journal of Physical Education, Recreation & Dance, 66(1): 42

Olasov, L. & Ryan, C.A. (2000). "Mentoring for success female university students and at risk middle school girls." The Journal of Physical Education, Recreation & Dance, 71(9): 37

President's Council on Physical Fitness and Sports (PCPFS). (1997). Physical activity and sport in the lives of girls. Minneapolis: Tucker Center for Research on Girls and Women in Sport, University of Minnesota.

U.S. Department of Health and Human Services. (1996). Physical activity and health: A report of the Surgeon General. Atlanta: Centers for Disease Control and Prevention.