Increasing Enjoyment in Physical Education through Gender Segregated Classes
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Marc Toms, Marc, Rohr, Linda Elizabeth. (2013). Increasing Enjoyment in Physical Education through Gender Segregated
Classes. PHEnex Journal. 4(3), 15. Retrieved from http://ojs.acadiau.ca/index.php/phenex/issue/view/133/showToc
Toms and Rohr conducted this research with Sixty-six junior high students (thirty- eight boys and twenty-eight girls) in a five-class unit of gender-segregated physical education. Data was collected via the Intrinsic Motivation Inventory, focus group sessions, as well as observational notes. The results showed a benefit to the grade 8 and 9 female students, while the younger grade 7s did not perceive the same benefits. Interestingly the all of the boys saw little difference and no disadvantages with gender separation while the grade 7 girls preferred coed classes. The grade 8 and 9 girls clearly favoured gender separation due to the negative social interactions they often experienced in coed classes.
The researchers discuss in the conclusion the need for a longer study and talk of the novelty of the gender separated classes. This may be the case, however, I believe that results would remain consistent based on my personal experiences.
Gender separated classes has been an ongoing discussion in our cohort the last two years. I have strong beliefs that by doing so at the HS level we are empowering the female students to be more active, more competitive, and less self-conscious (about body, ability…). My personal experiences teaching both coed and gender separated classes in grade 10 and 11 compulsory and optional PE support this. While at the JH level this may also be a benefit to students, I believe that it is not needed in elementary school PE. At times groupings can allow for gender separation in elementary, and students will often naturally do it themselves at this age.
Classes. PHEnex Journal. 4(3), 15. Retrieved from http://ojs.acadiau.ca/index.php/phenex/issue/view/133/showToc
Toms and Rohr conducted this research with Sixty-six junior high students (thirty- eight boys and twenty-eight girls) in a five-class unit of gender-segregated physical education. Data was collected via the Intrinsic Motivation Inventory, focus group sessions, as well as observational notes. The results showed a benefit to the grade 8 and 9 female students, while the younger grade 7s did not perceive the same benefits. Interestingly the all of the boys saw little difference and no disadvantages with gender separation while the grade 7 girls preferred coed classes. The grade 8 and 9 girls clearly favoured gender separation due to the negative social interactions they often experienced in coed classes.
The researchers discuss in the conclusion the need for a longer study and talk of the novelty of the gender separated classes. This may be the case, however, I believe that results would remain consistent based on my personal experiences.
Gender separated classes has been an ongoing discussion in our cohort the last two years. I have strong beliefs that by doing so at the HS level we are empowering the female students to be more active, more competitive, and less self-conscious (about body, ability…). My personal experiences teaching both coed and gender separated classes in grade 10 and 11 compulsory and optional PE support this. While at the JH level this may also be a benefit to students, I believe that it is not needed in elementary school PE. At times groupings can allow for gender separation in elementary, and students will often naturally do it themselves at this age.
Consulting Children’s Thoughts about their Learning Experiences in PE: Analysis of the Draw, Write and Tell Method.
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Koekoek, Jeroen, van Hilvoorde, Ivo, van der Kamp, John, Knoppers, Annelies, & Walinga, Wytse. (n.d.). Consulting Children’s
Thoughts about their Learning Experiences in PE: Analysis of the Draw, Write and Tell Method. Retrieved from AIESEP Research
Posters Folder from EDUC 520.
Jeroen Koekoek, Ivo van Hilvoorde, John van der Kamp, Annelies Knoppers, & Wytse Walinga present their research on the effectiveness of the draw, write and tell method of capturing the perspectives of children on their learning. They found the drawings helped students to relate their thoughts and that the drawings assisted in pulling information out of the children that might not otherwise have occurred in a simple interview format.
The poster presentation is well written and clearly shows the connection between each of the four studies and the themes pulled out from their work with the children. Sample drawings related to the themes are present and provide a glimpse into the data collection method. The layout of the poster is very clean and easy to follow, unfortunately as a PDF, the drawings are difficult to clearly see. As a large poster this may not be an issue though.
This method of data collection really spoke to me as it would have been an excellent way to collect data in my capping experience had the research been more thesis based and probing in nature. Moving forward, should I continue to do research on my practice and to look at meaningfulness in PE this approach would be an excellent way to dig deeper into the student voice aspects of my study.
Are PE Teachers Physically Active Role Models?
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Lux, Karen, & Jones, Emily. (2009). Are Physical Education Teachers Physically Active Role Models? 2009 AIESEP Specialist
Symposium. Pensacola, Florida, USA. Retrieved from Research Posters Folder from EDUC 520.
Lux and Jones ask a question that comes to mind often in the PE community. Are PE teachers role models for physical activity, and should they be? It is often argued that professional athletes are role models to youth, and many times they deny that they are role models. Can a PE teacher say the same thing? They found that typically PE teachers were modelling active lifestyles, though interestingly the High School teachers reported being less active. This result surprised me given my HS experiences and reflections on my level of activity in the classes vs now as an elementary teacher.
I find that this poster presentation is very crowded and hard to follow along. The information is well written and clear, but a cleaner layout would help to make it more readable. I would question the MVA activities they list as they are simple day to day activities. If the question is about being a physically active role model I would expect activities such as yoga, walking/jogging, working out, playing games… rather than mowing lawn, walking with purpose and housework…
This research spoke to me as I constantly reflect on my own personal level of physical activity compared to what it used to be. Growing up I was constantly on the move, playing sports on my own or on organized teams. Even in my first years of teaching I was more engaged and active in the gym with the students. Now though, I am far more likely to be simply standing or sitting and observing the activities or wandering and interacting with the students. My lifestyle has slowed as well, and I would not really consider myself a role model of a physically active lifestyle. And therein lies the question, do I need to be?
Symposium. Pensacola, Florida, USA. Retrieved from Research Posters Folder from EDUC 520.
Lux and Jones ask a question that comes to mind often in the PE community. Are PE teachers role models for physical activity, and should they be? It is often argued that professional athletes are role models to youth, and many times they deny that they are role models. Can a PE teacher say the same thing? They found that typically PE teachers were modelling active lifestyles, though interestingly the High School teachers reported being less active. This result surprised me given my HS experiences and reflections on my level of activity in the classes vs now as an elementary teacher.
I find that this poster presentation is very crowded and hard to follow along. The information is well written and clear, but a cleaner layout would help to make it more readable. I would question the MVA activities they list as they are simple day to day activities. If the question is about being a physically active role model I would expect activities such as yoga, walking/jogging, working out, playing games… rather than mowing lawn, walking with purpose and housework…
This research spoke to me as I constantly reflect on my own personal level of physical activity compared to what it used to be. Growing up I was constantly on the move, playing sports on my own or on organized teams. Even in my first years of teaching I was more engaged and active in the gym with the students. Now though, I am far more likely to be simply standing or sitting and observing the activities or wandering and interacting with the students. My lifestyle has slowed as well, and I would not really consider myself a role model of a physically active lifestyle. And therein lies the question, do I need to be?
Making physical education meaningful for girls: Translating theory to practice
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Gibbons, Sandra, Humbert, Louise, Temple, Viviene. (2010). Making physical education meaningful for girls: Translating theory to
practice. PHEnex Journal 2(1). 20. Retrieved from http://ojs.acadiau.ca/index.php/phenex/issue/view/122/showToc
Gibbons, Humbert and Temple brought together a group of educators made up of as diverse a group as possible (grade ranges, rural/urban/suburban, school population, socio-economic diversity, geographic locations, cultural diversity, single-sex/coeducational, timetable). Their purpose was to discuss the phases in a formative research process used to develop a resource manual to support teachers in their efforts to assist female students to find more meaning in physical education, and then put that manual into practice.
They found that the active collaboration between teachers and researchers allowed for self-determination to be applied in a meaningful way in school contexts resulting in actions that made PE programs more inviting and meaningful for female students and increasing the potential for their participation in the future.
I believe that the second phase of the research was the most critical part. Often there is a disconnect between researcher and practitioner. By having teachers work with the manual they were able to strengthen the theory to practice connection. The process also generated over 120 additional ideas for the manual. I think that this type of formative research process can be a real benefit, not only to researchers but also to the practicing educators.
This article spoke to me as an elementary educator. Often times when the students are in grade 5 I find the girls are beginning this disengagement from PE process. Reading about this research was interesting and it is encouraging to see this issue being addressed in a practical way. I would actually be interested in seeing the manual the researchers generated, as it would likely provide an invaluable resource to deal with disengagement by female students (or any students).
practice. PHEnex Journal 2(1). 20. Retrieved from http://ojs.acadiau.ca/index.php/phenex/issue/view/122/showToc
Gibbons, Humbert and Temple brought together a group of educators made up of as diverse a group as possible (grade ranges, rural/urban/suburban, school population, socio-economic diversity, geographic locations, cultural diversity, single-sex/coeducational, timetable). Their purpose was to discuss the phases in a formative research process used to develop a resource manual to support teachers in their efforts to assist female students to find more meaning in physical education, and then put that manual into practice.
They found that the active collaboration between teachers and researchers allowed for self-determination to be applied in a meaningful way in school contexts resulting in actions that made PE programs more inviting and meaningful for female students and increasing the potential for their participation in the future.
I believe that the second phase of the research was the most critical part. Often there is a disconnect between researcher and practitioner. By having teachers work with the manual they were able to strengthen the theory to practice connection. The process also generated over 120 additional ideas for the manual. I think that this type of formative research process can be a real benefit, not only to researchers but also to the practicing educators.
This article spoke to me as an elementary educator. Often times when the students are in grade 5 I find the girls are beginning this disengagement from PE process. Reading about this research was interesting and it is encouraging to see this issue being addressed in a practical way. I would actually be interested in seeing the manual the researchers generated, as it would likely provide an invaluable resource to deal with disengagement by female students (or any students).
Photo used under Creative Commons from Ungry Young Man