Hello everyone! I want to take a moment to express my gratitude for your patience and support as I transition(ed) into my new role as vice principal here in the Gulf Islands, British Columbia (Canada). While I began this role back in January, I continue to teach Physical and Health Education daily, and my responsibilities have changed significantly. I’m excited to share that you can expect more free resources and exclusive members-only content to be released consistently, especially now that a busy September has come to a close.
Today's blog focuses on girls and Physical Education (PE). As a parent of daughters, I recognize the profound impact that PE can have on girls, shaping not only their physical health but also their confidence and social skills. It’s essential for educators to foster inclusive environments that empower girls, ensuring they can enjoy the many benefits of physical activity throughout their lives.
Intro - Girls in PE
Girls have historically faced unique challenges in PE, and traditional approaches often fail to meet their needs. To create meaningful and inclusive PE experiences, educators must move beyond one-size-fits-all models and address the specific barriers girls face. By adopting an activist approach and focusing on embodiment, educators can foster lifelong participation in physical activity and empower girls to take ownership of their bodies and their PE experiences.
Girls' Participation in PE
Research indicates that many girls disengage from PE, particularly during adolescence. Currently, only 64% of girls report enjoying PE, compared to 86% of boys, and this gap is even wider in secondary school, where just 59% of girls express enjoyment (Youth Sport Trust, 2023). Furthermore, enjoyment levels for girls have been declining; in 2016, 74% of girls enjoyed PE. This trend underscores the need for PE programs that better reflect girls' interests and social dynamics (Oliver & Kirk, 2015).
The Activist Approach
One promising solution is the activist approach, which involves co-creating PE curricula with students, particularly those who feel marginalized. This method emphasizes critical elements such as student-centered pedagogy, attentiveness to issues of embodiment, inquiry-based learning, and ongoing dialogue (Oliver & Lalik, 2004). Research shows that when girls are involved in shaping PE programs, they engage more actively and feel a greater sense of ownership, leading to increased participation and enjoyment (Shilcutt et al., 2023).
Embodiment in PE
Embodiment refers to how individuals experience and relate to their bodies. Societal standards often impose restrictive ideas of femininity, which can clash with the competitive nature of traditional PE. A pedagogy of embodiment encourages girls to reflect critically on these societal pressures, fostering body awareness and autonomy (Marttinen et al., 2020). Creating safe spaces for discussions about body image can help girls navigate these challenges and build confidence in their physical abilities.
Building Relatedness
An essential element of creating a supportive and engaging PE environment is fostering a sense of relatedness among girls. Research highlights that positive social connections can enhance girls' long-term involvement in physical activity (Gruno et al., 2018). By providing opportunities for girls to work together and build peer support networks, PE classes can become spaces of mutual encouragement rather than competition.
Co-Created Curriculum
Empowering girls in PE begins with giving them a voice in the decision-making process. When girls actively participate in shaping the curriculum, they feel a greater sense of ownership, which leads to increased engagement. This approach challenges traditional top-down structures and allows for diverse activities that reflect girls' interests, such as yoga, dance, or martial arts (Hamzeh, 2012).
Creating Safe Spaces for Reflection
Creating environments where girls can openly reflect on body image, societal expectations, and physicality is vital for inclusivity in PE. Activities like journaling and group discussions provide platforms for questioning harmful stereotypes and fostering positive body relationships (Oliver & Lalik, 2001).
Encouraging Peer Support
Building a supportive, cooperative environment in PE is crucial for empowering girls. Positive peer support reduces feelings of judgment and promotes a sense of belonging. Shifting the focus from competition to collaboration can create a more inclusive and empowering PE experience (Hills, 2006).
Encouraging Critical Inquiry into Gender Norms
PE should go beyond physical activity to help students critically examine the societal messages they receive about gender, bodies, and movement. Projects that analyze advertisements or critique the curriculum can empower girls to challenge gender stereotypes (Cameron & Humbert, 2020). Engaging in this critical inquiry allows girls to reflect on their identities and develop strategies to resist societal pressures.
Questions to Ponder
How do you currently engage female students in your PE curriculum, and what strategies have you found effective in empowering them to take ownership of their physical education experience?
In what ways does your curriculum reflect the diverse interests and needs of female students? Have you considered incorporating non-competitive or team-based activities that promote collaboration over competition, as suggested by Oliver and Kirk (2015)?
How do you address issues of body image and societal expectations in your PE classes?
How do you foster an ongoing dialogue with your students about their experiences and preferences in PE?
The Big Finish
To provide girls with meaningful and empowering PE experiences, educators must listen to their voices, challenge traditional gender norms, and co-create curricula that reflect their needs. The activist approach offers a framework for fostering lifelong engagement in physical activity by embracing embodiment and offering diverse activity choices. By creating inclusive and supportive environments, we can help girls develop a lifelong appreciation for physical activity, breaking down the barriers that have historically excluded them from fully participating in PE.
Thanks for reading!
References
Cameron, C., & Humbert, L. (2020). Breaking barriers for girls in PE. Journal of Physical Education and Sport, 8(3), 12-18.
Doolittle, S. (2016). Fostering physical activity and engagement in middle school. Journal of Physical Education and Sport Pedagogy, 22(3), 45-58.
Flintoff, A., & Scraton, S. (2001). Stepping into active leisure? Young women’s perceptions of active lifestyles and their experiences of school physical education. Sport, Education and Society, 6(1), 5-21.
Gruno, J., Gibbons, S. L., Condie, R., & Wilton, D. (2018). Girls in action: Fostering relatedness in and beyond physical and health education. Strategies: A Journal for Physical and Sport Educators, 31(4), 19-25. https://doi.org/10.1080/08924562.2018.1465872
Hamzeh, M. (2012). Resisting in the name of honor: Muslim girls navigating self, space, and school in physical education. Gender & Education, 24(6), 625-638.
Hills, L. A. (2006). Playing the field(s): An exploration of change, conformity and conflict in girls' understandings of gendered physicality in physical education. Gender and Education, 18(5), 539-556.
Marttinen, R., et al. (2020). Building a sense of belonging in PE: Girls’ narratives of body image and physicality. Journal of Teaching in Physical Education, 39(1), 60-69.
Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. Routledge.
Oliver, K. L., & Lalik, R. (2004). Critical inquiry on the body in girls’ physical education classes: A critical poststructural analysis. Journal of Teaching in Physical Education, 23(2), 162-195.
Oliver, K. L., & Lalik, R. (2001). The body and the politics of representation: Girls and physical education. Women’s Studies Quarterly, 29(1/2), 30-42.
Shilcutt, E., & Oliver, K. (2023). Co-creating PE curriculum with girls: Activism in action. Physical Education & Sport Pedagogy, 28(2), 15-22.
Youth Sport Trust. (2023). Girls’ enjoyment of physical education falls to lowest level since 2016. Retrieved from Youth Sport Trust.
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