Gender Issues in Physical Education Curriculum

Introduction

Over the past several years, there has been numerous reports documenting the decline of participation in physical activity among youth. There are various factors that can be in consideration of one or many reasons on why the declining of physical activity is ongoing in this generation such as gender, race and social class differences. Schools have a responsibility of creating a prominent physical education curriculum in order to educate children to adopt and maintain a physically active lifestyle including a sport-based physical education curriculum, Gender Issues in Physical Education. Current gender issues in the education environment requires researchers to reconceptualize of current practice. Under various studies it has been proven that female students have always been outperforming males students in every education level. Female students are more likely to take more advanced classes, get good grades and graduate from school at a high rate. However, when it comes to physical education, females are less likely to participate in the physical education class or even take part in athletics. The social-cultural aspect of distinguishing the two sexes.

Physical education is a program that schools design to ensure that physical education habits are promoted among the growing children, both boys and girls. The children are allowed to become physically fit and active as well as experiencing the positive aspects of those activities. In many nations, there is a concern that girls are becoming less aggressive as compared to boys. It hence means that they are at a higher risk of not achieving the recommended levels of activity. According to research, there is a significant difference between boys and girls in terms of physical activity they perform, especially during adolescence. The health of many children worldwide is at risk as a result of the problems of obesity and overweight.

According to the World Health Organization (WHO), lack of physical activity is the fourth leading factor in mortality around the world. In this regard, this education needs to be effectively be initiated into school programs, especially at the elementary schools. Numerous studies have shown a strong correlation between socio-economic status and health in various different countries. Income and wealth have a major effect on inequality. “In the US, income and wealth together account for nearly 40% of the avoidable education-related health inequality, which is by far the largest contribution across all countries.”

Title IX in 1972, the Federal Regulator offers guidance to educators regarding Title IX applies to any class work or curriculum including physical education. The regulation, prohibits separation of gender or the sex of a child to refuse participation in certain activites. However, there is an exception of prohibition is participation in bodily contact sports must be learn in an integrated setting. Under the Title IX regulations all schools must have and distribute a policy against sex discrimination, have a title ix coordinator, and must have and make known procedures for students to file complaints of sex discrimination.

Gender Issues in Primary School

Co-ed physical education class is the best for both gender due to the fact that they both develop their fundamental skills at the same pace. The main grading criteria for elementary school kids was just on participation.

Modify games allows more participation for young girls. For instance, many PE instructors will do modifying scoring were when a girl scores they will get three points instead of one in co-gender teams. This also allows boys to have a more controlled temper in the curriculum. “boys tend to be boys and believe that girls aren't good at sports and stuff.”

Gender Issues in Middle School

The interest of physical education in young females began to decline dramatically, while for the young males began to rise up. The majority of students begin to feel uncomfortable with themselves due to the fact that their body is going through changes such as puberty. puberty and is changing. The grading policy is mainly focus on the uniform policy, dressing out and participation. In middle school, physical educators are more likely to give corrective feedback to a male student rather than a female student. More likely to focus on team competitive sports which favors the male aspects boosting their confidence level leading to a more competitive atmosphere. Many teachers prefer teaching about competitive sport rather than organized activities or independent sports. hence means that they are at a higher risk of not achieving the recommended levels of activity. According to research, there is a significant difference between boys and girls in terms of physical activity they perform, especially during adolescence. The health of many children worldwide is at risk as a result of the problems of obesity and overweight. According to the World Health Organization (WHO), lack of physical activity is the fourth leading factor in mortality around the world. In this regard, this education needs to be effectively be initiated into school programs, especially at the elementary schools. Overweight leads both to female and male insecurities.

Gender Issues in a High School Setting

The grading criteria in high school is made up on participation, skills, and uniform policy. Engaging female teenagers who are from a co-educational school is a major challenge for the majority of physical education educators. Females are perceived more passive, social, and easily influenced by factors such as their friends or body issues unlike the males in highschool. Sexual harassment is also more likely to happen to females in high school. Many females do not like of being looked at by their male classmates while performing an exercise.

Many females felt that they were expected the minimal amount of particpation unlike the opposite sex. “Girls on the sideline who socially are chattier [and who] will just sit there and cheer on their boyfriends rather than be involved.” The majority of female students do not partake in physical education after the required year. Many females felt more intimate by their male classmates in P.E and will limited their participation role in the game. Females are more likely to be interested in learning the correct way to participate in the art by developing skill development and strategies rather than the males just jump into the game instead of learning the concept. For males, physical education classes were less likely about teaching the fundamentals of the sport but more of of the introduction of a sport that peak their lifelong interest. For instance, males are more likely to start a game of basketball than rather walk a field for the whole duration of class. Small percentage of those who enjoy partaking in physical education with makes enjoy challenging their aggression and athleticism towards the males. Expressing more self-confidence within themselves.

Boys and girls perceive themselves and each other in different ways, and these are active social influencers in physical activity. According to a study, while girls are more likely to perceive other active girls as motivating, physically fit and healthy, the boys regarded the physically active girls more negatively. It was seeing them as if they were trying to be like boys and thus seeing them as less attractive. The study also revealed that both the boys and girls saw the physically active girls who engaged in sports as ‘tomboys’ or as being too aggressive. Most girls and especially the adolescent viewed the boys as the most significant barrier to their engagement in physical activities. The girls indicated that they felt teased by their male counterparts by being told that they have no idea about the rules of the game they play, making them feel very low in terms of the confidence of their abilities. Both the boys and girls also indicated that sometimes girls were their hindrances of participating in sports. According to the boys, the girls didn’t care about sports and did not want to engage in activities that will make them dirty. The lack of interest, self-esteem and the sense of shyness also were reasons for girls’ low activity. The perceptions of both boys and girls develop in their mind profoundly influences their degree of physical activity participation (Meier, Hartmann, & Larson, 2018).

How Can the Issues Be Resolved?

Equality in physical education programs is not a hard concept to achieve, however it is not going to be an easy route. Educators have a major responsibility to be more proactive in implementing an awareness on gender equality. Equitable treatment of both genders needs to be integrated in the early learning stages of physical education. By treating every gender the same, this will allow The Title IX Federal Regulation was meant to provide equal opportunities to participate in P.E. curriculums. By maintaining the Title IX regulations strong, physical educators need to find a way to create an efficient way to create a curriculum allow all gender an equal opportunity to participate in physical education classes. Physical education educators have a major responsibility in regards of increasing more female participation in every grade level. When it comes to their male counterpart participation in P.E. isn't as hard for them. By incorporating more positive female athletes into the teaching curriculum such as Alex Morgan will influence the female’s mentality to motivate to do their best.