‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools

Kastrup, Valerie; Kleindienst-Cachay, Christa

doi:10.1080/13573322.2014.984673

Cited by 14 publications

(8 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The interviewed students from coeducational classes in Germany described having participated in various non-gender conform activities such as soccer, football or dance and rhythmic activities. Contrary to a qualitative analysis from Germany where male German PE teachers did not report integrating rhythmic activities [ 38 ], male and female coeducational PE teachers confirmed students’ descriptions of rhythmic activities in PE lessons. Although coeducational teachers in the present study integrated non-gender conform activities, they only reported verbally addressing gender issues if resistance to the activities occurred.…”

Section: Discussioncontrasting

confidence: 98%

“…Difficulties were mostly reported by girls, such as complaints regarding being excluded in team sports (e.g., not getting the ball passed). Although this was reported more by girls from single-sex than coeducational PE settings, this is in line with previous analyses from coeducational PE settings and should be taken into account [ 35 , 38 , 40 ]. To address those difficulties in terms of limited participation in team sports, modified game forms could enhance participation and activity levels [ 20 ].…”

Section: Discussionsupporting

confidence: 91%

See 1 more Smart Citation

Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes

Frühauf

Hundhausen

Kopp

2022

Behavioral Sciences

View full text Add to dashboard Cite

Purpose: Since personal, environmental and behavioral factors influence students’ and teachers’ actions and experiences, the present study aimed to assess gender-related experiences of students and teachers from single-sex and coeducational physical education (PE) settings. Method: In total, 64 students (mean age: 13.8 ± 0.5 years) and 12 PE teachers from single-sex and coeducational PE settings from higher education schools (6th to 13th grade) in Germany and Austria were interviewed. Interviews were analyzed using a thematic content approach. Results: Students from coeducational PE settings described more gender-unrelated behavior and a higher variety of activities including various non-gender conforming activities. Male students from single-sex PE settings reported performing only gender conform and some gender-neutral activities. Teachers from coeducational settings stated that they purposefully formed mixed-gender groups to foster social processes. A lack of time and lack of knowledge were named by PE teachers as reasons for not addressing gender issues in PE by teachers. Conclusion: Performed activities and teachers’ behavior differed between PE settings, eventually influencing reported differences in terms of behavior and gender perception by students. Further studies should evaluate the influence of specific physical activity interventions on gender perceptions and students’ behavior in order to give practical recommendations for PE classes.

show abstract

Section: Discussioncontrasting

confidence: 98%

Section: Discussionsupporting

confidence: 91%

Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes

Frühauf

Hundhausen

Kopp

2022

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…With younger generations challenging the binary system, there could be a move towards a redesign of PE and its curriculum to be more inclusive throughout its structure. Work around co-education classes has also shown that even with a mixed of gender both male and female teachers taught predominately masculine stereotyped activities (Kastrup & Kleindienst-Cachay, 2016). However, there evidence that shows challenging the traditional notion of the gender binary can have positive results for improving attitudes, engagement and students feeling more valued (Sánchez-Hernández et al, 2018).…”

Section: Gender Stereotypes and Rolesmentioning

confidence: 99%

Gender stereotypes: the impact upon perceived roles and practice of in-service teachers in physical education

Preece

Bullingham

2020

Sport, Education and Society

View full text Add to dashboard Cite

show abstract

“…Esta variabilidad en la percepción de las chicas ya ha sido reflejada por otros autores (Marshall, Parker, Ciarrochi & Heaven, 2014), produciéndose más cambios en la etapa adolescente y destacándose la variabilidad en la identidad personal como uno de los principales factores de cambio (Walhead, Gran &Vidoni, 2012). Por lo tanto, desde la EF ha de prestarse especial atención a las interacciones sociales que se generen en clase, buscando la motivación hacia el aprendizaje y la percepción positiva de logro (Hortigüela, Pérez-Pueyo & Salicetti, 2015;Kastrup & Kleindienst-Cachay, 2014). Autores como Velázquez (2011), abogan por la delimitación de propuestas en el aula que bajo enfoques comprensivos generen hábitos positivos hacia la actividad física.…”

Section: Discussionunclassified

Efecto del modelo de enseñanza sobre el autoconcepto físico del alumnado en educación física (Effect of the pedagogical model on the physical self-concept of students in physical education)

Alcalá

Pueyo

Luquín

2016

Retos

View full text Add to dashboard Cite

Esta investigación, realizada en el curso 2013-2014, analiza la percepción del alumnado de secundaria sobre los factores implícitos en el autoconcepto físico tras haber recibido una Unidad Didáctica (UD) de condición física bajo la metodología del estilo actitudinal. Los datos son analizados (pretest-postest) en función del género con un grupo 231 estudiantes, 102 chicos y 129 chicas. El método es mixto, utilizando un análisis de descriptivo e inferencial, y una entrevista a la profesora al finalizar la experiencia. En el pretest los chicos obtuvieron valores más elevados en los factores de competencia percibida y fuerza física. En el postest no existió significatividad en la diferencia entre grupos, aumentando significativamente la competencia percibida de las chicas. Los chicos que realizan más actividad física extraescolar presentan mayor aprendizaje hacia la UD recibida, y en las chicas las diferencias se encuentran en función del expediente académico. La profesora destaca la importancia de la metodología utilizada para generar percepción de logro en los estudiantes. Se concluye que el enfoque metodológico utilizado en el aula tiene una incidencia directa en el autoconcepto del alumno.Abstract. This research, conducted in the 2013-2014 academic year, analyzes the perceptions of secondary students on the factors implicit in the physical self, after receiving a fitness teaching unit (TU) using the attitudinal style methodology. Data are analyzed (pretest-posttest) by gender in a group of 231 students (102 boys and 129 girls). The method is mixed, using a descriptive and inferential analysis and an interview with the teacher at the end of the experience. In the pretest, the boys scored higher in the factors of perceived competence and physical strength. In the posttest the difference between groups was not significant, while there was a great increase in the perceived competence of the girls. The boys who engage in more extracurricular physical activity show higher learning about the TU received, while in girls differences are dependent on academic performance. The teacher emphasizes the importance of the methodology used to generate perceptions of achievement in students. It is concluded that the methodological approach used in the classroom has a direct impact on student self-concept.

show abstract

‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools

Cited by 14 publications

References 22 publications

Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes

Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes

Gender stereotypes: the impact upon perceived roles and practice of in-service teachers in physical education

Efecto del modelo de enseñanza sobre el autoconcepto físico del alumnado en educación física (Effect of the pedagogical model on the physical self-concept of students in physical education)

Contact Info

Product

Resources

About