Facilitators and Impediments for Elective Music and Sport in Adolescent Males

Abstract

Within the culture of an all-male private school, sport often holds a special status as compared with music. As an area of learning and participation, sport is typically associated with masculinity and receives broad social acceptance, whereas music is often seen at the margins of the curriculum and considered as an activity for a select few who are innately talented. Because of these perceptions, participation rates for males are often higher for sport than they are for music. With this as our context, this study examined differences between the two elective subjects of music and sport, by seeking to investigate boys' motivation to choose whether or not to elect music and sport in the final years of high school. The study utilized an online survey that was completed by 293 subjects (13 to 16 years old, school years 8 to 10). Results indicate that the boys were more motivated to select elective sport rather than music (42.7% vs. 4.8%, respectively), with 49.8% choosing neither music nor sport. A comparison of facilitators of elective music and sport revealed similarities across the two domains, with interest in the subject (music or sport) receiving the highest mean rating for elective facilitation. Seven of the nine impediment scales were significantly higher for music (only importance of the subject and parental influence were statistically identical across sport and music). The study is the first of which we are aware that directly compares music and sport as school subjects, and as such, offers insight into the different motivational forces that act to either facilitate or impede students' choice of these subjects within an all-male private school.

Gender differences in musical motivation at different levels of expertise

“…Why this should still be the case given the impetus towards more gender equality in the developed world is puzzling. It may be that boys tend to be more interested in other activities, for instance sports (Waters, McPherson, & Schubert, 2014). There may also be insufficient role models that challenge gender stereotypes.…”

“…They may also come under greater pressure to conform to gender stereotypes, avoiding any activity that might be viewed as feminine (Hallam et al, 2008). Sport as a hobby may become more attractive than music (Waters et al, 2014). Furthermore, the curriculum for instrumental lessons may not offer them sufficient choice in relation to their need to define their developing masculinity, leading to a loss of motivation (Varvarigou, 2014).…”

Psychological needs satisfaction and value in students’ intentions to study music in high school

“…Given that value is theorized to predict academic choices, it appears that the overall low valuing of music may lead to students turning away from music and choosing other subjects at school. In the context of a boys' high school, Waters et al (2014) found that when students did not enjoy music or find it interesting, their interest in selecting it as an elective subject was impeded. Simpkins et al (2010) found that the strongest predictor of children's choices of subjects in high school was their valuing of the subject.…”

Choosing to study music: student attitudes towards the subject of music in second-level education in the Republic of Ireland

“…The Irish education system is influenced by competitive individualistic values (Lynch, 1987;O'Flaherty & Gleeson, 2014, an ideology which is reflected in the assessment-driven nature of the LC and the points system. Waters, McPherson, and Schubert (2014) argue that there is limited research regarding the factors that influence subject choice during second-level education, which is surprising considering the profound effect of subject selection on the future careers of adolescents.…”

“…Equally, students identified that if they had not taken the subject in lower second level, they were less likely to select it for LC. Further research suggests that future education or career aspirations are a factor which affects student attitudes towards subject selection (Millar, Kelly, & NCCA, 1999;Waters et al, 2014). Lamont and Maton (2008) consider a combination of factors which 'may shape pupils' decisions about music: 'how difficult they think the subject is, how good they think they may be at it, and how important it is are all potentially powerful influences' (p. 269).…”