Author: Dené E. EhrhartPublisher:
ISBN:
Category :
Languages : en
Pages : 144
Book Description
Middle School Girls' Perceptions of Fairness and Inclusion in Physical Education
Perceptions of Seventh- and Eighth-Grade Girls Toward Coeducational Physical Education Classes in Five Middle Schools in East Tennessee
Author: Shannon Clabo SullivanPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this study was to examine the participation, perceptions, and preferences of seventh- and eighth-grade girls in coeducational and gender-separated physical education classes in five schools in East Tennessee. The participants in this study were seventh- and eighth-grade girls attending public schools in two East Tennessee counties. Participants completed a questionnaire pertaining to their physical education classes. Although 465 students were invited to participate in this study, only 241 students returned the permission form. This resulted in a 50% response rate. The findings were descriptive in nature, although basic analyses were calculated to identify any relationships among the different variables. The literature review examined adolescents' activity patterns, adolescents' self-esteem, gender equity issues, coeducational physical education versus same-gender physical education, and physical educators and their roles. The study revealed that most seventh- and eighth-grade girls dressed out for physical education and participated in coeducational physical education classes. A majority of the seventh- and eighth-grade girls preferred having a female physical education teacher. Seventh- and eighth-grade girls' participation rates did not decrease in a coeducational class setting. There was not a significant relationship between the gender of the physical education teacher and seventh- and eighth-grade girls' participation in physical education activities. Seventh- and eighth-grade girls agreed their physical education teachers were fun, fair, and easy to talk to. Seventh- and eighth-grade girls also agreed that their physical education teachers explained things well and motivated them to do their best. Having boys in physical education classes was not a major factor for girls in dressing out for physical education classes or in their participation rates.
Girls, Gender and Physical Education
Author: Kimberly L. OliverPublisher: Routledge
ISBN: 1317749928
Category : Education
Languages : en
Pages : 136
Book Description
In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
Equity and Inclusion in Physical Education
Author: Sid HayesPublisher: Routledge
ISBN: 1134459440
Category : Sports & Recreation
Languages : en
Pages : 272
Book Description
This book sets out and critically evaluates the key principles for inclusion and the expectations derived from them, looking closely at the practical issues involved in devising and implementing an inclusive PE curriculum.
Middle School Students' Perceptions of and Responses to the Inclusion of Culturally Relevant Units in the Physical Education Curriculum
Author: Luciana Carvalhal BragaPublisher:
ISBN:
Category : Exercise
Languages : en
Pages : 133
Book Description
Middle School Students' Perceptions of Enjoyment in Physical Education and Its Relationship to Participation in Physical Activity Outside the School
Author: Shima Younes-AlhouraniPublisher:
ISBN:
Category : Exercise
Languages : en
Pages : 176
Book Description
The Behaviors and Perceptions of Teachers and Students in Middle School Physical Education as Mediated by Gender
Author: Ritchie Charles GabbeiPublisher:
ISBN:
Category :
Languages : en
Pages : 440
Book Description
Middle School Students Perceptions of a Physical Education Program
Author: Karen L. BenedictPublisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 392
Book Description
"Best practice, developmentally appropriate physical education is specifically designed to meet the unique needs of all students. It is particularly focused on attending to all learning domains and should be an integral component in students' schooling (Gallahue & Cleland, 2003; Graham, 1995). A need for physical education that is developmentally appropriate and reflects best practice is important for all students; it is even more significant for students with special needs (Winnick, 2005). Rising issues around childhood obesity further emphasize the vital need for this type of programming in physical education (United States Department of Health and Human Services Centers for Disease Control, 2008). In addition, a significant body of research points to a positive direct relationship between physical activity and learning, as well as, academic achievement (Blaydes-Madigan, 2003; DeKorp, 1998; Eastin, 2003). Middle school students are particularly at risk; individuals who are physically active during their adolescent years are more likely to be active adults (Dishman & Dunn, 1988; Kuh & Cooper, 1992). Further, Wallhead (2007) suggests it is important that students enjoy physical activity to continue to use motor skills on their own time. Unfortunately, student perceptions are rarely considered in physical education program development (Carlson, 1995; Graham, 1995; Krouscas, 1999). Therefore, under the umbrella of a socio-constructivist lens and through a qualitative analysis, the purpose of this study was to understand physical education from a middle school student perspective. This study required students to complete a critical incident survey, the Middle School Physical Education Critical Incident Survey (MSPECIS) (Krouscas, 1999). This study sought to answer the overarching question, based on student perceptions of their physical education experience, what modifications may be made in a physical education program to potentially enhance the satisfaction and activity level of middle school students? In order to answer the overarching question and the additional research questions, question one below was the initial course of action in framing the study and is addressed in the literature review. The study itself was not designed to answer question one. 1. How have social discourses and ideologies impacted physical education? 2. What is the significance of physical education these for middle school students? 3. How do these middle school students perceive their physical selves? 4. How do these middle school students perceive their physical education experience? Based on the data reviewed, most students are satisfied with their middle school physical education experience. Most students consider themselves to have an average body build, consider themselves in good physical condition and good at sports. These students do, however, offer some suggestions for making their experience more meaningful. They suggest competition, fun, friends, student voice and more time in physical education are important components. If used within the parameters of current laws, mandates and standards, it is hoped that the inclusion of student perception data into planning for physical education may lead to increased student engagement and satisfaction in physical education. In doing so, it may potentially promote increased health, wellness, and academic achievement."--Leaf iv.
Handbook of Physical Education
Author: David KirkPublisher: SAGE
ISBN: 1446270505
Category : Education
Languages : en
Pages : 866
Book Description
What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.
Girls, Gender and Physical Education
Author: Kimberly L. OliverPublisher: Routledge
ISBN: 131774991X
Category : Education
Languages : en
Pages : 114
Book Description
In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.