Coeducational Physical Education Classes Research Articles

중학교 혼성학급 체육수업 실천에 관한 교사 경험에 대한 셀프 내러티브 탐구

Objectives The purpose of this study was to explore teachers’ experiences on coeducational physical education class practice in middle school.
 Methods Focusing on the researcher's own story as a research participant was conducted for 10 months from March 2021 to December 2021 using the self-narrative inquiry.
 Results The researcher talked about the experiences of classes from the first experience of physical education class in a mixed gender class to volleyball and cheerleading as a method of learning by each other, for each other, and together. Through this, three educational meanings were derived. First, the mixed-gender class physical education class served as an opportunity to cultivate the values of respect and consideration for students. Second, through the mixed-gender class physical education class, it was found that the teacher's change in perception for the mixed-gender class physical education class was an important factor. Third, through the mixed-gender class physical education class, it became an experience to reexamine the value of the mixed-gender class physical education class.
 Conclusions It is hoped that the results of this study will help improve practical knowledge and class expertise for physical education teachers who are thinking about and practicing efficient coeducational physical education classes.

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

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.

Effects of a Sound Field Amplification System on Teacher Movement in Physical Education Settings

This study determined the effect of a sound field amplification system on teacher movement in physical education (PE) settings. Two middle school PE teachers instructing coeducational PE classes were used as the subjects. This investigation used a multiple-baseline single-case design across subjects. The treatment (independent variable) was the teacher using a portable sound field amplification system. The results indicated consistency in the increase of teacher movement for all classes when amplified feedback was implemented, which suggests that the treatment was effective. Subscribe to TPE

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

As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal states in Germany for around 15 years, the prevailing practice even today, and documented in many empirical studies, is that so-called ‘male-oriented’ activities (e.g. games) predominate in PE classes while ‘female-oriented’ activities (e.g. dance, aerobics, gymnastics or health-related exercises) are scarcely ever taught. The purpose of this contribution is to examine (1) the extent to which male (as well as female) PE teachers actually make such a one-sided selection of activities; (2) the reasons they give for this practice and the way they perceive and judge it; and (3) how they communicate this selection to each other and to their pupils. Seventy-one PE teachers (of both sexes) were asked about these questions in problem-centred interviews. The main result of the study is that both male and female PE teachers almost exclusively do ‘male-oriented’ activities (like games and other competitive activities) in mixed-gender classes, although they give different reasons for doing so. By contrast, so-called ‘female activities’ are avoided. The observable implications are that PE lessons have increasingly become dominated by male patterns of physical activity and that a hierarchy is constructed between so-called ‘male activities’ and ‘female activities’ in PE. As a result, a key objective of ‘reflective co-education’ has not been achieved. Female PE teachers suffer considerably under these conditions. It can be observed that many of them are either planning to reduce their hours in, or even give up, teaching PE (or have already done so).

‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education

Background: Limited research has been conducted on student voice with students in physical education. Accessing and responding to student voice are relevant for researchers and physical education teachers to develop physical education programs that are meaningful and have a sense of purpose to the students themselves. It is through listening to student voices that researchers and teachers might learn how students navigate power structures, formulated by adults, which typically dominate physical education curricula and exclude students from the process of curricular decision-making and implementation and, ultimately, ownership of their own learning and movement experiences. Purpose: This study explored how secondary-school girls, through their voices, identified and critiqued their self-identified barriers to their engagement in and enjoyment of physical education and navigated these barriers and the unequal power relations they encountered to thrive or survive in physical education. Participants and setting: Participants were seven 9th and 10th grade girls in a coeducational physical education class in a rural high school located in the northeast region of the USA. Data collection: Data were collected from the following sources: (a) focus group interviews, (b) formal interviews with the adolescent girls, (c) descriptive field notes of the girls’ physical education classes, and (d) informal conversations with the physical education teachers. Data analysis: Data analysis was conducted simultaneously with the data collection process throughout this study. Field notes were word-processed into narratives and the focus group and formal interviews were transcribed verbatim. The transcriptions and field notes were coded using content analysis and the constant comparative method. Findings: Interpretations include the participants’ self-identified barriers to their engagement in and enjoyment of physical education and their critique of these self-identified barriers and how they navigated these barriers and the unequal power relations they encountered within physical education. Girls’ self-identified barriers included ‘Proving themselves to the boys,’ ‘Girls are supposed to do girly things and boys are supposed to do boy-ee things,’ and ‘There's a risk of being embarrassed.’ Through discourse and critical inquiry, the participants were able to voice their self-identified barriers and individual lived experiences. Although the participants experienced these barriers, they were able to embody their comfort and enjoyment by navigating their participation within particular contexts and situations to thrive or survive in physical education.

Exploring how girls navigate their embodied identities in physical education

Background: Educating adolescent girls about their bodies provides girls with the opportunity to make meaning of their embodied identities for themselves. Knowledge of, and understanding of, embodiment has the potential for adolescent girls to be empowered within the physical education context. Purpose: The purpose of this study was to explore how adolescent girls articulate their embodiment and navigate their embodied identities within the public and private physical education context. Two research questions were addressed: (1) how do adolescent girls articulate their embodiment within the physical education context?; and (2) how do adolescent girls navigate and negotiate their socially constructed embodied identities within the public and private physical education context? Participants and setting: Participants were eight seventh grade girls in a same-gender and coeducational physical education class in a suburban middle school located in the Northeast, United States. Multiple data sources were used to explore adolescent girls' embodiment in physical education. Data collection: Data sources included: (1) critical incidents forms; (2) formal interviews with the adolescent girls; (3) journals; and (4) descriptive field notes of the girls' physical education classes. Data analysis: Data analysis was ongoing throughout the data collection process. Field notes were word-processed into narratives and interviews were transcribed verbatim. Critical incidents forms, transcriptions, journals, and field notes were coded using content analysis and the constant comparative method. Findings: Results indicated that participants' embodied identities in physical education focused primarily on the socially constructed idealized female body. Two major sections will represent the findings of the data: (1) meaning making of the body: the outer shell; and (2) public display of physical body: ‘all eyes on me’. A central category is used to summarize the findings at the end of the results section. First, most participants' thoughts, feelings, and perceptions focused on the physical aspect of their bodies. Physical appearance, specifically body size and dress attire, was a repeated topic when participants provided descriptions of their own bodies. Second, aspects of physical education that publicized participants' bodies were changing clothes in the locker room, exposing the body based on clothing attire, and comparing self to others within activities. These eight girls were able to articulate their embodiment based on their current understanding of who they are, who they believe they ought to be, and how they believe others perceive them. Based on participants' own sense of self and concern about how others may survey and judge them, they created strategies (individually and collaboratively) to feel comfortable, safe, and trusting of others within the physical education environment.

Perceived physical competence, enjoyment and effort in same‐sex and coeducational physical education classes

Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class‐type differences. Participants were 546 adolescents (289 males, 257 females) who were in same‐sex or coeducational physical education classes. The Hierarchical Physical Competence Scale (HPCS) and questionnaire measures of enjoyment and effort in classes were used to investigate students’ perceptions. Results of 2 × 2 multivariate analysis of variance (MANOVA) indicated that students’ perceptions of physical competence, enjoyment and effort in classes differed according to gender and class type, but these differences must be viewed in light of strong interaction effects. That is, female students reported more positive and adaptive perceptions in same‐sex classes and were more affected by class type than were male students.

A Development of Scale on Sources of Reverse Discrimination of Gender in Coeducational Physical Education Class

A Development of Scale on Sources of Reverse Discrimination of Gender in Coeducational Physical Education Class

An Analysis of Reverse Discrimination of Gender in Coeducational Physical Education Class Recognized by Male Students in Middle School

An Analysis of Reverse Discrimination of Gender in Coeducational Physical Education Class Recognized by Male Students in Middle School

Environmental perceptions of students in same-sex and coeducational physical education classes.

Environmental perceptions of students in same-sex and coeducational physical education classes.

Environmental perceptions of students in same-sex and coeducational physical education classes.

Although class climate has been studied in relation to same-sex or coeducational schools and academic classroom environments, physical education presents a unique situation not frequently examined in this regard. Middle and high school students' perceptions of the environment were examined following their participation in a basketball unit. Results indicated that same-sex and coeducational physical education classes revealed quite different climates, although boys and girls in the same coeducational classes generally viewed their environments in a similar manner. Overall, girls' same-sex classes were perceived most favorably, whereas boys' same-sex classes were perceived least favorably

Effects of same-sex versus coeducational physical education on the self-perceptions of middle and high school students.

The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.

An Analysis of the Purposes for Engaging in Physical Activity Scale (PEPAS) as an Instrument for Curriculum Research

Abstract The purpose of this study was to test the reliability and factorial validity of the Purposes for Engaging in Physical Activity Scale (PEPAS). The PEPAS is an instrument designed to assess purposes for engaging in physical activity. The instrument is based on a personal meaning curriculum model and contains 22 items representing the three key concepts (i.e., Individual Development, Environmental Coping, Social Interaction) of the Purpose Process Curriculum Framework (PPCF), a conceptual framework for curricular decision-making in physical education. The three key concepts of the PPCF served as the hypothesized structure for the PEPAS. The PEPAS was administered to fourth-grade (n = 259) and sixth-grade (n = 392) students participating in coeducational physical education classes. Stability coefficients over a 2-week period were. 74 and .75 for grades four and six, respectively. Principal components analysis and alpha factor analysis were utilized with two rotational schemes to test the hypothesized structure of the PEPAS. Results for grade four revealed four factors (Social Interaction, Physical Challenge, Individual Development, Movement Skills) with eigenvalues greater than one. Internal consistency coefficients for these factors ranged from .76 to .88. Four factors (Movement Skills, Personal Integration, Sports Participation, Social Interaction) were also identified for grade six with internal consistency coefficients ranging from .55 to .81. Recommendations for further study are discussed.

One Small Step For Personkind: Observations And Suggestions For Sex Equity In Coeducational Physical Education Classes

One Small Step For Personkind: Observations And Suggestions For Sex Equity In Coeducational Physical Education Classes

One Small Step for Personkind: Observations and Suggestions for Sex Equity in Coeducational Physical Education Classes

One Small Step for Personkind: Observations and Suggestions for Sex Equity in Coeducational Physical Education Classes

One Small Step For Personkind: Observations And Suggestions For Sex Equity In Coeducational Physical Education Classes

One Small Step For Personkind: Observations And Suggestions For Sex Equity In Coeducational Physical Education Classes

The Coeducational Physical Education Class Program at the College Level

(1939). The Coeducational Physical Education Class Program at the College Level. Research Quarterly. American Association for Health, Physical Education and Recreation: Vol. 10, No. 4, pp. 20-32.