Gender-Biased Communication in Physical Education

2017 ◽  
Vol 36 (4) ◽  
pp. 498-509
Author(s):  
Julia A. Valley ◽  
Kim C. Graber
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
Learning Experience ◽  
Gender Segregation ◽  
Physical Education Teachers ◽  
Study Approach ◽  
Depth Analysis ◽  
And Behaviors ◽  
And Gender

Purpose:This study examined physical education teachers’ awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context.Method:A multiple-case study approach was used to provide an in-depth analysis of the attitudes and behaviors of four physical education teachers from four different schools. Teachers were formally and informally interviewed before, during, and after four extensive two-week periods of observations that included being audio recorded throughout the school day.Results:Themes emerged across the cases indicating that teachers engaged in teaching practices that reinforced gender stereotypes through biased language and gender segregation.Discussion/Conclusion:Teachers’ lack of awareness and understanding of gender equity prevented them from providing an inclusive learning experience for all students.

scholarly journals Emotional experience in individual and cooperative traditional games. A gender perspective.

2017 ◽  
Vol 33 (3) ◽  
pp. 538 ◽  
Author(s):  
Pere Lavega ◽  
Unai Sáez-de-Ocáriz ◽  
Francisco Lagardera ◽  
Jaume March-Llanes ◽  
Nuria Puig
Keyword(s):  
Gender Stereotypes ◽  
Positive Emotions ◽  
Action Theory ◽  
Sex Role ◽  
Emotional Experience ◽  
Well Being ◽  
Physical Education Teachers ◽  
Motor Action ◽  
Sex Role Stereotypes ◽  
And Gender

<p>This study explored the effect of gender (GE) and group gender composition (GGEC) on men’s and women’s experiences of emotions when taking part in different games. To formulate our hypotheses we used a theoretical framework formed by the theories of Lazarus and Bisquerra on the construct of emotional competence and well-being and their relationship with gender stereotypes, Parlebas’s motor action theory and previous results of empirical research related to games, emotions and gender relations. The participants (218 university students, <em>M<sub>age</sub></em> = 20.3, <em>sd</em> = <em>2.73</em>) completed twelve sessions of individual games (IG) and cooperative games (CG). The results showed that GE and GGEC were predictors of the experience of positive emotions and that males were more likely to experience negative emotions in both games. The findings highlight gender differences and could help physical education teachers to avoid activities that reinforce the hierarchies and inequalities associated with gender and sex role stereotypes.</p>

scholarly journals Interactive Strategy Optimizing the Attraction of Physical Activities for Teenagers According to Gender

2019 ◽  
Vol 6 (2) ◽  
pp. 34
Author(s):  
Chawki Derbali ◽  
Fathi Matoussi ◽  
Ali Elloumi
Keyword(s):  
Physical Education ◽  
Gender Stereotypes ◽  
Physical Activities ◽  
Sexual Differences ◽  
Internal Logic ◽  
Adolescent Students ◽  
Sport Activities ◽  
And Gender ◽  
Sports Activities ◽  
Analyze Data

This aim of this research is to explore and analyze to what extent the strategies to which physical education didacticsin Tunisia contributed to address the duplication of gender stereotypes. A typical approach with binary choiceregression was applied to analyze data obtained from questionnaires completed by 1326 adolescent students (724girls and 602 boys) from Tunisia. Results relieved that sport opportunities are limited by the separate expectations ofmales and females in physical education and sport settings. The analysis reveals that gender stereotypes affect girls'sports activities and that is particularly true for sports suitable for boys. The effect of the appropriated stereotype wassignificantly higher for sports practices perceived as masculine. The research ends with imminent based on thedistinction between gender skills and gender interest and implications for sport activities in order to enhanceparticipation, enjoyment, and wellbeing of people in physical education and sport activities. Hence, the need todevelop an internal logic of practice of sports activities by repeating individual and sexual differences.

scholarly journals Gender equity in physical education: The use of language

2014 ◽  
Vol 20 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Óscar del Castillo Andrés ◽  
Santiago Romero Granados ◽  
Teresa González Ramírez ◽  
María del Carmen Campos Mesa
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
Null Hypothesis ◽  
Video Recordings ◽  
Significance Levels ◽  
Priority Order

This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

2021 ◽  
pp. 1356336X2110562
Author(s):  
Gustavo González-Calvo ◽  
Vanesa Gallego-Lema ◽  
Göran Gerdin ◽  
Daniel Bores-García
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Great Influence ◽  
The Body ◽  
Physical Education Teachers ◽  
Visual Methods ◽  
Teachers Beliefs ◽  
The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

Predicting Changes in Physical Education Teachers’ Behaviors Promoting Physical Activity During the COVID-19 Pandemic Using an Integrated Motivational Model

2021 ◽  
pp. 1-11
Author(s):  
Silvio Maltagliati ◽  
Attilio Carraro ◽  
Géraldine Escriva-Boulley ◽  
Maurizio Bertollo ◽  
Damien Tessier ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Digital Technologies ◽  
Autonomous Motivation ◽  
Perceived Usefulness ◽  
Physical Education Teachers ◽  
Controlled Motivation ◽  
Path Analyses ◽  
And Behaviors

Purpose: To identify motivational determinants explaining Physical Education teachers’ behaviors promoting students’ physical activity (PA) amidst the COVID-19 pandemic. Method: Nine hundred thirty-one Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulness toward digital technologies, engagement at work), their intention and behaviors promoting PA, in reference to before and during the pandemic. Path analyses tested the associations of changes in motivational determinants with changes in intention and behaviors. Results: Increases in autonomous, controlled motivation, self-efficacy, and perceived usefulness toward digital technologies, and a decrease in amotivation were associated with an increase in the intention to promote PA. In turn, an increase in intention, but also in self-efficacy, autonomous motivation, and perceived usefulness toward digital technologies were paired with an increase in behaviors promoting PA. Conclusion: Implications regarding the commitment of Physical Education teachers to challenging pedagogical situations, such as promoting PA amidst the COVID-19 pandemic, are discussed.

scholarly journals Physical Education Teachers’ Theories of Action and Theories-In-Use

2003 ◽  
Vol 22 (2) ◽  
pp. 132-152 ◽  
Author(s):  
Niki Tsangaridou ◽  
Mary O’Sullivan
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Gender Equity ◽  
Professional Practices ◽  
Physical Education Teachers ◽  
Educational Theories ◽  
Theories Of Action ◽  
Student Practice ◽  
Student Independence ◽  
The Relationship

This research was conducted to describe the relationship between physical education teachers’ educational theories of action and theories-in-use. The question addressed was, What are the educational theories and practices of physical education teachers, and to what degree do their educational theories guide their professional practices? Data were collected through class observations, formal and informal interviews, vignette interviews, and journals. Data were analyzed inductively. Results suggested that the four teachers in this study held strong and well articulated views about student learning and what constitutes a physically educated student. They agreed that the primary goal of a physical education program was the development of skills. They believed that guided student practice was important for student learning. The selection and implementation of teaching practices demonstrated the teachers’ commitment to gender equity and the needs and abilities of their students. There were only three discrepancies between the participants’ theories of action and their theories-in-use. These related to student independence, student choice of content, and the process of cooperation and negotiation. Otherwise the teachers’ theories-in-use were consistent with their theories of action. The results from this study do not substantiate the notion of a level of discrepancy between teachers’ espoused theories and professional practices as presented in the literature (Argyris & Schon, 1974; Knight & Smith, 1989).

scholarly journals Social representations of physical education teachers concerning the game: a qualitative study in Chile

2021 ◽  
Vol 25 (6) ◽  
pp. 373-381
Author(s):  
Alejandro Almonacid-Fierro ◽  
Jessica Mondaca Urrutia ◽  
Sergio Sepúlveda-Vallejos ◽  
Karla Valdebenito
Keyword(s):  
Physical Education ◽  
Gender Equity ◽  
Sampling Method ◽  
Social Representations ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
The Social ◽  
Convenience Sampling

Background and Study Aim. The objective of this research was to determine the social representations of the game in physical education teachers belonging to the Chilean educational system, searching for the sense and meaning given by the educators to the game aspect. Material and Methods. The study sample consisted of 14 physical education teachers, who were chosen by the convenience sampling method. Semi-structured interviews were used to collect data from the participants, maintaining gender equity. The analysis of the data obtained was by means of content analysis and the NVivo 11 program was used to process the data. Results. Our research indicates that of the categories analyzed, the highest was the role of the game (22.29%), demonstrating the relevance given by teachers to the game in the development of meaningful learning. On the contrary, the category characteristics of the game (17.42%), describe how teachers visualize the contributions of play at the educational level, in this sense, the role of the game goes beyond motor contributions, but also provides tools for social and cognitive development. Conclusions. For the teachers, the game promotes autonomous and proactive actions of the students, which will be beneficial to understand that playfulness in education implies not to put in contradiction the rational and emotional faculties. This comprehensive view is called full attitude, and it is a relevant step toward the understanding of the game from a complex perspective. In this area, it is evident that, in the social representations of the participating teachers, the game constitutes a natural environment in which children develop, where the physical education teacher should create an environment that facilitates the game, facilitating the expression of autonomy, freedom, creativity, and playfulness.

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