SE 312: Social Aspects in Physical Education Pedagogy and Practice

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SE 312 Social Aspects in Physical Education
Pedagogy and Practice

• Issues of Social Inclusion - Challenging Gender
  in and through Physical Education
• Gary Stidder
• Chelsea School, University of Brighton

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Learning Outcomes

• Define the terms sex, gender, femininity,
  masculinity and discuss their relationship
• Identify issues related to gender and inclusion
  in the current provision of PE
• Identify practices which can address gender and
  inclusion in PE

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Definition of Terms

• Sex - The biological basis of being male or
  female
• Gender - The culturally and socially constructed
  status and expected behaviour associated with the
  sex group
• Masculinity and Femininity - The stereotyped set
  of expected attributes and qualities associated
  with social definitions of gender

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• Masculinity and femininity are not inherent in
  the body they are definitions given socially to
  certain characteristics. That is, masculine
  and feminine are social realities rather than
  biological realities. Indeed, the social process
  of categorization that begins during infancy in
  relation to gender construction often contradicts
  the bodily bases on which the categorization
  rests. Accordingly, we learn to be what men and
  women are supposed to be in our society
  (Sparkes, A 1997 p95)

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Does Sex Matter?

• Social construction of gender and the role of
  physical activities in the process
• The sex of the individual is not problem
• The issue is socio-cultural
• It is how we construct femininity and masculinity
• Efforts need to focus on Girls, Boys, Men Women
• Challenge stereotypical notions of femininity
  masculinity
• Anti-Sexist pedagogy in PE that will change
  deeply held sexist beliefs and values

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Gender and PE

• PE has a long history associated with gendered
  patterns of organisation manifested within
  teacher training
• In some schools different activities are included
  in the PE curriculum for girls as compared to
  boys.
• Boys experiences of games typically involves them
  participating and becoming skilled in the major
  sports of soccer, cricket and rugby, whilst girls
  are more likely to experience netball, hockey and
  rounders.

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Gender and PE

• Boys and girls have traditionally been taught PE
  in single sex groups
• Single sex PE increased the likelihood of
  traditional patterns of participation - Female
  teachers teaching traditional female sports and
  vice-versa
• The provision of PE for girls is (therefore)
  usually the responsibility of female staff.
  Provision of PE for boys is usually the
  responsibility of male staff
• PE was, and remains, the most gender segregated
  subject in the school curriculum, particularly at
  secondary level (Green Scraton 1998 p 272)

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Gender Equality of Opportunity

• The revised NCPE has prompted questions as to
  whether this is fair or can be justified on
  educational grounds. Do you agree?
• Is there equal access to to particular activities
  in the secondary school curriculum?
• Should teachers consider adopting mixed or single
  sex groupings in the interests of equal
  opportunities in PE?

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3 Principles for Inclusion in PE

• 1. Setting suitable learning challenges
• 2. Responding to pupils diverse learning needs
• 3. Overcoming potential barriers to learning and
  assessment for individuals and groups of pupils
  (NCPE 2000 p 28)
• Are some of the traditions and structures in PE
  conducive to INCLUSIVE practice in PE?

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PE, Gender Inclusion

• Teachers should create effective learning
  environments in which
• Stereotypical views are challenged and pupils
  learn to appreciate and view positively
  differences in others, whether arising from race,
  gender, ability or disability
• (DfEE QCA 1999 p 29)

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UK National Curriculum for PE

• Teaching approaches that include equality of
  opportunity include
• Ensuring that boys and girls participate in the
  same curriculum
• Taking account of the interests and concerns of
  boys and girls by using a range of activities and
  contexts for work
• Avoid gender stereotyping when organising pupils
  into groups, assigning them to activities, or
  arranging access to equipment
• (DfEE QCA 1999 p 30)

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Gender Agendas

• The latest research findings differ little from
  the information gathered in the 1970s 1980s.
• Traditional forms of practice in PE have proved
  remarkably resilient to change
• There is wide acknowledgement in PE that it is
  the social construction of gender that is
  important NOT biological differences (Scraton
  1992)
• Many everyday practices in PE departments
  reinforce and reproduce gender inequalities and
  stereotypical ideas about femininity and
  masculinity (Flintoff 1996)

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Gender Agendas

• Many mature women speak of their school
  experiences and Physical Education with deep
  dislike, as disabling experiences that left them
  feeling alienated from physical activity and
  their bodies. (Wright 1996 p77)
• The choice of activities within secondary school
  PE programmes is a key source of discontentment
  for many girls.(Flintoff Scraton 2001)
• Girls are often assumed to be more suited to
  netball, for example, simply because they are
  girls and not because they are necessarily better
  than boys. (Cockburn 2001)

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Williams Bedward (2001)

• Many pupils are extremely critical of the
  gender-segregated PE curriculum they have
  experienced in their secondary schools,
  describing it as sexist
• Girls felt it was unfair that they were denied
  access to a range of activities, including
  football, which had been defined within their PE
  lessons as male
• As a potential curriculum activity it (football)
  is clearly far more popular for girls than
  TEACHERS either realise or are prepared to accept
• Dissatisfaction was frequently expressed by girls
  with the schools definition of appropriate
  female activities

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Nike/YST Study 2000

• Traditional forms of practice in PE is part of
  the problem
• PE is a means of developing and reinforcing
  dominant forms of femininity and masculinity
• Traditional forms of practice in PE have proved
  remarkably resilient to change
• Teachers are central players in change - support
  from colleagues is essential for success
• Shared understanding of issues and problems
• Traditional kit
• Some male PE teachers attitudes are counter
  productive to promoting girl-friendly
• Formality of the PE curriculum requires attention

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Making PE Gender Inclusive

• Netball is out - Football is in Netball is old
  fashioned and boring - Its something that your
  mother used to do !
• As a rule, teachers want to teach the past and
  children want to learn the future (Jenkins 2002)
• The challenge to you - Decide your values and be
  prepared to abandon sacred cows (Murdoch 2002)

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What about the boys?

• Boys-only PE classes become sites where hegemonic
  forms of (heterosexual) masculinity are valued.
• There are expectations of boys to demonstrate and
  exhibit dominant forms of masculine behaviour
  (win at all costs, going into battle, aggressive,
  courageous, determined, tough)
• Boys who do not fit in, are not skilled or have
  little liking for contact sports can be
  marginalised or bullied.
• Forms of solidarity develop between most boys and
  their male teachers around common experiences in
  sport, usually cricket or football.
• Single sex boys PE classes can promote
  homophobic/sexist behaviour and is often used to
  insult and humiliate (nancy, pansy, poof, fag,
  queer, big girls blouse, my sister can throw
  further).

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Wright (1996) The construction of
complementarity in Physical Education (Gender
Education, 8, 1, p 61 - 79

• The male PE teacher provided opportunities and
  encouraged boys to be physically aggressive
  through class bashing or rumbles (in single
  sex PE lessons).
• Pain became part of the experience of being male
  in all boys PE classes (Sounds familiar ????)
• Not all boys were comfortable with a masculinity
  that expected them to be aggressive and tough in
  the face of pain
• For some boys, including girls in PE lessons was
  one way of militating against these practices and
  attitudes
• The usual punch ups were less likely to happen
  (in mixed sex PE lessons) and there would be a
  friendly atmosphere

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Making PE Gender Inclusive

• Consultation with pupils, parents and members of
  staff.
• Other people matter - Give them a voice
• Opportunities for reflection by students and
  teachers as to how gender is constructed in and
  through PE, sport, the print and electronic media
  (Wright 1999 p 194)
• If this inclusive curriculum is to become a
  reality in PE, there is a need for a clearer
  recognition by teachers of the different ways in
  which female pupils position themselves both in
  relation to gender and culture. This implies a
  curriculum which offers greater flexibility and
  choice prior to key stage 4, set in a learning
  context which recognises multiple definitions of
  physical and leisure activity
• (Williams Bedward 2001 p 64)

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Gender Inclusive Practices

• Using boys and girls equally to demonstrate and
  be captains of teams
• Getting boys and girls to work together within
  groups in lessons
• Using female and male examples as role models
• Involve boys and girls equally in the principle
  roles
• Provide boys and girls with a full range of
  activities
• Female and male teachers teaching a range of
  activities traditionally considered boys and
  girls activities
• Dont make girls the negative reference group -
  You must pass to girl before you can score

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Gender Inclusive Behaviour

• Do you give disproportionate amounts of time and
  attention to boys in PE lessons?
• Do boys dominate the play in games situations?
• Are forms of behaviour that boys exhibit in mixed
  PE classes, and which often work to keep girls in
  their place, challenged or reinforced? (Wright
  1999 p183)
• Do female pupils experience ridicule, subtle put
  downs and harassment (verbal physical) by boys
  in PE?
• Is there a difference in the number of reprimands
  given to boys compared to girls in PE lessons?

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Gender Inclusive Structures

• Avoid gendered terms such as mistress or
  master. PE teacher more accurately reflects the
  educational role.
• Avoid titles such as Head of Girls PE. Any
  titles should should reflect specific
  responsibilities
• Advertising and appointments based on relevant
  experience and ability to perform the role
• Avoid single sex activities on the basis of
  tradition - Abandon the sacred cows
• An equal balance of extra curricular activities
• Equal exposure to the achievements of boys,
  girls, mixed teams in assemblies

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Gender Inclusive Signals

• Avoid generalisations about boys and girls (Boys
  are strong, girls are flexible)
• All pupils involved in moving equipment
• Avoid lining up in boys and girls groups or
  splitting boys and girls for convenience
• Display posters of male and female athletes in
  non-stereotypical activities
• Appropriate and comfortable kit that does not
  cause embarrassment or create unnecessary
  distinctions between boys and girls
• Common policy on showering for boys and girls
• Use textbooks that do not promote stereotypes

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Gender Inclusive Language

• Man to man (one to one) Batsman (Striker)
  Sportsman (Sports person) Man of the match
  (Player of the match)
• When you next see a jogger look closely at his
  feet Ask your coach he should know
• Thats not bad for a girl He throws like a girl
  My sister can do better than that Fancy letting
  a girl beat you Behave or Ill send you over to
  the girls group big girls blouse
• Boys dont like dance Netball isnt for boys.
• Rugby will sort the men out from the boys
• Girls always take ages in the changing rooms and
  are always late for the start of their lessons
• Girls get tired easily so I try finish earlier -
  I can always tell when its half time in my
  lessons - The girls are heading back to the
  changing rooms (Male PE teacher)

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Recommended Reading

• MacDonald D Jobling I (1992) A Checklist for
  Gender Equity in School Sport, ACHPER, Autumn, p
  23 - 25
• Harris, J, (1993), Challenging Sexism and Gender
  Bias in Physical Education, The Bulletin of PE,
  September 1993, pp 29 37
• Flintoff A (1996), Anti-Sexist Practice in
  Secondary Physical Education, The British
  Journal of PE, Spring, p 24 - 31
• Wright (1999), Changing Gendered Practices in
  Physical Education Working with Teachers, The
  European Physical Education Review, (5), 3, p 181
  - 197
• Penney D (2002) Equality, Equity and Inclusion
  in Physical Education and School Sport in Laker
  A (Ed) (2002) The Sociology of Sport and
  Physical Education An Introductory Reader,
  London, Routledge, p110 - 128

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Reflective Questions

• Consider the points raised in the lecture and
  reflect upon your own experiences of PE at
  secondary school
• Were you taught PE in mixed sex or single sex
  groups or both?
• By whom were you taught PE? Male/Female/Both?
• Did you experience equal opportunity and access
  to the PE curriculum?
• Are single sex PE classes and the retention of a
  gender-differentiated PE curriculum appropriate
  to young people today?
• How can PE respond to the NCPE statutory
  statement for social inclusion specifically
  related to gender?
• Do you consider the provision of different and
  separate team games for boys and girls highly
  questionable professional practice in meeting the
  UK governments aims for social inclusion?
• Is there a need for change ? What are the
  implications ?
• What is your vision of PE for the year 2010 and
  what might the PE curriculum look like?