Gender Issues in Physical Education: A Qualitative Analysis of Middle School Performance
The purpose of this research proposal is an evaluation of the gender issues and problems that arise in physical education classes in middle school.
There is a large body of evidence supporting the notion that though childhood and adolescence are critical times to lay the foundation for physical activity for an individual's lifetime, "too many girls are insufficiently active" (Olasov & Ryan, 2000:37). The Surgeon General's report in 1996 reported that "more than half of young people aged 12 to 21 were not considered active on a routine basis," with young females disproportionately inactive as young males (Olasov & Ryan, 2000: 37; PCPFS, 1997).
There is also significant body of evidence suggesting that particularly in middle school regular participation in physical activities can help young women "weather the storms of adolescence" and eventually lead more grounded adult lives (Olasov & Ryan, 2000: 37).
Thus this research study will focus on the impact well rounded physical education has on middle school students, while particularly aspiring to answer the following questions: (1) what gender issues currently exist in physical education at the middle school level, (2) are boys and girls presented the same opportunities in middle school phys-ed, and (3) what changes might be made to resolve these issues based on past practice and current knowledge.
Significance of Study
The benefits of physical education in middle school are well documented and include improved mental health, limited risk for obesity, improved overall fitness and muscle strength, improved academic performance and attendance and higher overall levels of reported self-esteem among students (Olasov & Ryan, 2000; U.S. Department Health & Human Services, 1996). Thus it is important that students participating in physical education feel safe and comfortable in their environment so they go on to succeed in other areas of their life as adults. There is evidence that suggests that gender inequalities currently exist in the physical education classroom (Olasov & Ryan, 2000). Until these issues are resolved students participating in these sports will not realize the full benefits...
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