Gender segregated physical education: an alternative to increase enjoyment among students

• Main Author: Toms, Marc
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 2012
• Subjects: Newfoundland; Gonzalez
• Online Access: https://research.library.mun.ca/6185/; https://research.library.mun.ca/6185/1/Toms_Marc.pdf; https://research.library.mun.ca/6185/3/Toms_Marc.pdf

Physical inactivity is a growing concern for adolescents in many areas of Newfoundland and Labrador (Canadian Community Health Survey, 2010). Regularly scheduled physical education periods during school time can act as a platform to counteract the rising physical inactivity levels. However, junior high students sometimes have reservations about physically exerting themselves in the presence of opposite gendered peers (Maihan, Murrie, Gonzalez, & Jobe, 2006). In this study gender segregation was explored as a possible alternative to alleviate these pressures. Sixty-six students (thirty-eight boys and twenty-eight girls) from grades seven, eight, and nine participated in a five class unit of gender segregated physical education, spanning the five out of the six themes of the prescribed curriculum, which include alternative activities, court and field activities, fitness activities, leadership/cooperative activities, and rhythmic activities (outdoor activities was not included) (Newfoundland and Labrador Department of Education, 2004). Data was collected via the Intrinsic Motivation Inventory (IMI) (Deci & Ryan, 1985), focus group sessions, as well as notes takes during the research process. The results of this study provide strong evidence for the positive impact of gender segregated physical education classes at the grade eight and nine level. Grade seven students however reported less interest in the gender segregated environment.