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Abstract Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational This may be because educational leaders interpret Title IX to require [...]

The purpose of this study was to explore the voices of overweight or obese adolescents' parents on the role of physical education and issues and concerns regarding physical education. Forty-four parents of overweight or obese adolescents were interviewed. A hierarchical tree was developed resulting in two higher order themes and six lower level themes. The two higher order themes were: 1) The importance of health-related physical education and 2) frustrations with PE. The six lower level themes included: 1) Limited time or no physical education at all, 2) lack of accountability for physical education teachers, and 3) lack of differentiated instructions and positive, inclusive learning environments, 4) Developmentally inappropriate instruction, 5) no fun and no choices, and 6) learning environment: not safe, non-supportive, and too much on competition. The findings suggest that parents' voices should be heard by physical educators, policymakers, and legislators. Also, there is a need for teaching accountability and education of pre-service and in-service teachers on how to successfully include overweight or obese students., The national public health documents including Healthy People 2010: Understanding and Improving Health (U.S. Department of Health and Human Services (USDHSS), 2000) and Physical Activity and Health: A Report of [...]

Although there has been a long-standing debate about whether a single-sex or mixed-sex environment is better for students in many Western countries, coeducation is one of the taken-for-granted issues in the modern Turkish education system. This study examined commonly expressed concerns about gender equity in a mixed-sex environment within the context of physical education (PE) in Turkey. The purpose of the study was to examine teacher-student interaction in the coed PE classroom, focusing on gender-stereotyped beliefs. Participants consisted of two PE teachers and 37 eighth-grade students from a private school situated in suburban Ankara Turkey. The modified observational instrument with the combination of Teacher-Student Interaction (TSI) and Interactions for Sex Equity in Classroom Teaching Observation System (INTERSECT) was used to assess teacher-student interaction in the classroom. In order to understand students' and teachers' gender-stereotyped beliefs, individual interviews were also conducted. The findings of this study indicated that both male and female PE teachers interact more frequently with boys, and this interaction was influenced by gender-stereotyped beliefs of both teachers and students. In sum, similar to many other western countries, the movement toward coeducation in Turkey has not automatically brought equal opportunities for girls or boys in PE., INTRODUCTION Gender equality has long been an issue in the field of education, with a growing body of research pointing toward the continued prevalence of gender inequality in the classroom. [...]

Beep baseball is a game started by the Telephone Pioneers in the 1960s, when Charles Fairbanks invented the beep baseball. They developed a set of rules not considered competitive enough [...]

In present study we investigated possible gender differences in how 357 secondary-school students valued the importance of masculine and feminine characteristics within sport and physical education and how their ratings of values were related to their participation in gendered sport. The results indicated that boys rated appearance strength, sports competence, endurance strength, and masculinity as significantly more important than did girls. Girls rated appearance good looking face, appearance slender, and femininity as significantly more important than did boys. Further, more boys participated in traditionally masculine sports, whereas girls to a greater extent participated in traditionally feminine sports. A discriminant function analysis separated the masculine sport group from the feminine sport group, which suggests that higher scores on the masculine function were indicative of lower value on appearance slender and flexibility, accompanied by higher value on appearance strength and masculinity. For the feminine sport group, this pattern was the opposite. KEY WORDS: adolescence; gender; masculine and feminine values; sports.

Byline: Barbara Satina (1), Francine Hultgren (2) Keywords: bodily competence; embodiment; gender equity; physical education Abstract: The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity. Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Recognizing the body as subject of being ratherthan as object acknowledges that beneath theattempts to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998). The bodies of girls have traditionally beenrelegated to absent entities within thelearning environment, including in physicaleducation. A meaningful education, one thatembraces embodiment, would balance differenttypes of learning experiences, so that thevarious aspects of being are all considered andblended. Such a holistic approach to schoolingwould occur by providing an environment inwhich the needs of all students are valuedthrough efforts that defy the culturalstereotypes and preconceptions of the largersociety. Author Affiliation: (1) Kinesiology Department, The Pennsylvania State University, Recreation Building, University Park, PA, 16802, USA (2) Department of Education Policy and Leadership, University of Maryland, Benjamin Building, College Park, MD, 20742, USA Article History: Registration Date: 03/10/2004