Biological Sex Differences. Physical Educators for Equity. Module 3.

This module is intended to enable secondary school physical education teachers to recognize: (1) that inaccurate assumptions about biological differences have been used to justify different opportunities for boys and girls in physical education; (2) some common misconceptions about girls and women; (3) that tendencies to generalize about physical performance differences form the basis for sex-role stereotyping; and (4) that there are ways to conduct physical education programs which consider performance differences yet do not discriminate against either sex. A discussion is presented on the biological differences between girls and boys and the faulty assumptions that are made as the result of stereotyping. Structural, physiological, and performance differences between girls and boys are summarized. Errors arising from generalizations about differences between the sexes are pointed out. Restrictive attitudes toward physical activities for girls are considered in the light of myths about the physical attributes of females. Suggestions are made for what teachers might do to ensure equal treatment of boys and girls. These include curriculum choices, instruction styles, and methods of evaluating students. References for further reading are included. (JD)