Girls' perceptions of physical education - a case study
Girls' perceptions of physical education - a case study
This research is a qualitative ethnographic investigation which focuses on the perceptions that girls have of physical education. It examines the practices and structures within physical education which combine to influence the experiences that girls have within a physical education context. The research investigates the reasons for the apparent discrepancy between the perception that girls have of physical education and the perception that others have of them.
The ethnographic research was carried out at a coeducational case study school in Southern England which became known as Millsway, at which the researcher was a physical education teacher at the time (1990). Data were collected through participant observation and informal interviews with pupils in Years 7, 9 and 11. The pupils were provided with the opportunity to express their perceptions and describe their experiences of physical education. Teachers were also included in the research process since including their views permitted an holistic view of the multifarious and interrelated ways that girls' perceptions are formed.
The research reveals the failure of physical education processes to provide extensive opportunity for departure from entrenched notions of physical ability which are based on deep rooted ideological foundations and which are used to justify the perpetuation of a gender differentiated curriculum. The research draws together the contradictions and confusion about gender appropriate behaviour which girls face in physical education settings. Girls perceive themselves to be capable and confident but this contrasts with the stereotype of girls being disadvantaged and disinterested in physical education which appears to be perpetuated by the boys and teachers at Millsway School.
University of Southampton
1998
Minard, Annetta
(1998)
Girls' perceptions of physical education - a case study.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This research is a qualitative ethnographic investigation which focuses on the perceptions that girls have of physical education. It examines the practices and structures within physical education which combine to influence the experiences that girls have within a physical education context. The research investigates the reasons for the apparent discrepancy between the perception that girls have of physical education and the perception that others have of them.
The ethnographic research was carried out at a coeducational case study school in Southern England which became known as Millsway, at which the researcher was a physical education teacher at the time (1990). Data were collected through participant observation and informal interviews with pupils in Years 7, 9 and 11. The pupils were provided with the opportunity to express their perceptions and describe their experiences of physical education. Teachers were also included in the research process since including their views permitted an holistic view of the multifarious and interrelated ways that girls' perceptions are formed.
The research reveals the failure of physical education processes to provide extensive opportunity for departure from entrenched notions of physical ability which are based on deep rooted ideological foundations and which are used to justify the perpetuation of a gender differentiated curriculum. The research draws together the contradictions and confusion about gender appropriate behaviour which girls face in physical education settings. Girls perceive themselves to be capable and confident but this contrasts with the stereotype of girls being disadvantaged and disinterested in physical education which appears to be perpetuated by the boys and teachers at Millsway School.
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Published date: 1998
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Local EPrints ID: 463755
URI: http://eprints.soton.ac.uk/id/eprint/463755
PURE UUID: baa901d2-6127-47c1-b083-c3789556350f
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Date deposited: 04 Jul 2022 20:56
Last modified: 04 Jul 2022 20:56
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Author:
Annetta Minard
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