Essay Sample on Female Participation in Physical Education

2.1 Overview of girls in Physical Education

Much of the literature exploring female participation in physical education (PE) observes the experiences and barriers associated with young women, in which their perspective to PE has changed; that is how they view PE predominantly from physiological, psychological and sociological standpoints. The study will identify numerous factors why PE is disregarded when advancing into further studies or a career option for many young females, which draws upon the concepts of hegemonic masculinity and the feminist theory. Ferber and Nelson (1993) claimed that feminist theory explores the links between social constructions of gender; that is the culture and society create gender roles, which are suggested as ideal behaviour for an individual of that particular gender. Feminist theory understands the surroundings of gender inequality, identity and partiality (Dietz 2003).

Numerous factors affect young females decision to reject PE when given the opportunity to advance within the subject or pursue as a future career. These issues have been shown to relate to physiological concepts, which report young females feeling of embarrassment, dominance of boys in class and major concern over body image (Flintoff & Scraton, 2006; Wright 1996; Wright & Macdonald, 2010); sociological influences which suggests lack within parental support, peers and very few role models which discourages young females to progress within PE (Bauer, Yang, & Austin, 2004; Casey et al., 2009; Coakley, 2006; Dowda et al., 2007; Hall, 2008); psychological influences indicating the competitiveness of PE and the environment of the class (Dudley Pearson, & Okley, 2006; Larsson, Fagrell, & Redelius, 2009). Furthermore, PE activities also tend to construct gender and gender stereotypes (Cockburn & Clark, 2002; Ennis, 1999; Whitehead & Biddle, 2008).

In addition, a study analysing girls drop-out rates within PE has been deliberated as a difficult challenge in sport (Vescio et al, 2005), this indicates many influential factors have caused the increase in the number of young females neglecting PE as an option. Further studies have shown that historical assumptions have affected young females to not consider PE (Tannsjo & Tamburrini, 2000), as there is still continuity within the stereotypical view of the society on female members considering PE as a possible option within academia or career. This hints that adolescent girls withdrawal from physical activities like sports has been impacted by the opinionated society, showing the inequality in regards to both genders.

Larson et al (2009) summarised that teachers are also aware of the dominance of boys in a mixed gender class. Some young females have attempted to accept PE for further studies or a potential career, as schools attempt to change the curriculum and activities (Kirk et al, 2006) however, various sporting educations and young females have suggested PE lessons do not meet their needs (Hargreaves 1994). Young females believe they need to look good in PE which offers them a positive experience in PE (Williams & Bedward, 2002), however guidelines assigned to schools and teachers suggested that the PE kit is a part of compulsory clothing which relates to girls having negative experience. This was further supported by Kirk et al (2006) stating there is a significant difference in the interest in PE from boys to girls, further implying the negative attitude shown towards the subject by young females, supporting aforementioned studies.

One study (Salisbury & Jackson, 1996) signified there is complete exclusion of young females in sport; this indicates adolescent girls are considered to having no interest, knowledge and ability in PE (Nespor 1997; Wright 1996). This discrimination explicitly labels young males as feminine as they look for excuses to avoid participation. Thus, young boys have a more complex attitude and some girls, particularly skilled girls find they are quite accepted.

Department of Education, PE and sport survey (2010) investigated the percentage change within school PE lessons comparing both genders. They found that the transition between primary school and secondary school is significantly high. There are 62% of young females participating in PE lessons in primary schools, whereas only 41% of young females participate when in secondary school, the difference between both levels suggest there are numerous factors causing rejection of PE from young females as their age increases.

Figure 1:

(Department of Education, PE and Sport Survey, 2010)

It is apparent from figure 1 that the level of girls within their first stage of education has been consistently increasing in percentages (year 1-year 6), with a low of 55% in year 1 and a high of 68% in year 6. Conversely, figure 1 also suggests from year 7 to year 13 the correlation between girls and the participation rate in PE dramatically decreases, indicating that as there is an increase in the number of young females rejecting the opportunity to advance in PE as they grow up. This was clearly displayed in figure 1 from year 11 to year 12, where there was a significant decline in the percentage from 33% to 17%. This suggests previous experiences cause a decrease in young girls choosing PE as a subject to advance in or a potential future career to progress within.

This study has been very productive in deducing the percentage outcome regarding young females not advancing into PE, suggesting there is a decline of interest in PE as the girls age increases, which indicates experience within PE lessons causes young females to disregard the subject for their future. However, as this study was completed in 2010, extensive data is lacking from the 2011-2017. Meanwhile, the Department of Education, PE and Sport Survey (2010) has not, focused on the reasons why, and what caused the decline when progressing from secondary school to college.

In addition, considerable evidence specifies the decreased interest or participation in young females in PE as they approach their pubertal development (Grubaum et al., 2004; Kimm et al., 2002). Analysis into young females reasons of discontinuing PE was supported by numerous other factors, which direct to further understanding of this disengagement. Research suggests maturing girls undergo the experience of psychological stresses during their PE lessons (Ge, Conger & Elder, 1996; Graber, Lewinsohn, seelery & Brooks-Gunn, 1997). Furthermore, physiological concerns emerge as maturing girls make negative perceptions about their self-image (Davis, Markey & Birch, 2003) and their athletic ability for these PE lessons (Kolody & Sallis, 1995). The fundamental understanding is that various psychological, physiological and sociological consequently lead to young females rejecting PE as a subject to advance in.

2.2 Physiological Concepts

Body image:

One potential factor that impacts young females is their physicality and self-image as they grow up which had led to rejecting the opportunity to advancing in PE. According to Wright (1996, p26), young females have inscribed their body as lacking those qualities associated with the active male body; therefore, this marginalisation suggests young females are significantly less comfortable about their body image and physicality compared to boys (Azzarito & Solmon, 2006). In terms of embarrassment to the female body, a study reveals how girls were asked to sweat and get dirty (Evans, 1984) during their PE lessons, which therefore meant they felt disgusted, this led to young females feeling uncomfortable about their body. Moreover, according to Oliver (1999) predominant criteria must be matched to indicating the norm for females when participating in PE. He stated in order to look right and normal girls need to make sure their body shape is appropriate so that they can look feminine. Cockburn & Clarke (2002) supported this research as they discovered that young females prefer the feminine and attractive look compared to the muscular, toned and sweaty imaged attached to an active women, as they felt they are being overlooked when involved in physical activity and education, whilst increasingly becoming the vocal point of male and female comments, gaze and criticism (Evans, Davies & Wright, 2004). Additionally, impressing the society, family and friends with the attractive and feminine look is considered very important.

Evans, Davies and Wright (2004) suggested how young females have a big body concern which has considerably impacted their sense of identity when involving themselves in PE lessons. Some Young females are extremely conscious about their physical presence and believe if they dont look physically acceptable for the PE lesson (Bartky, 1988), then there embodied identity will be spoiled.

PE Kit:

PE Kits are often deliberated as more of a pragmatic matter about the involvement of young females in PE lessons. Kelnar, Savage, Saenger, & Cowells (2007) study revealed various opinions of young females who had worn the school PE kit, whilst many young girls results incorporated quotes such as embarrassment whilst other girls mentioned how they hate wearing the PE kit as it shows their body. Physical education is inadequately addressed through PE kits. Research has discovered young females expressing their desires to reinforce policies regarding their PE kits, as their negative experience in PE was expressed by female students stating PE skirts are too short (Williams & Bedward, 2002 ) such comments exemplified stating how the compulsory PE uniform makes young female students uncomfortable and is known to be quite revealing.

Meanwhile, Chois (2000) research indicated the inhibition of young females regarding PE kits, however also suggested the young females view PE kit as a fashion statement. Young females believed they should wear their own clothing to present feminine qualities, as they regarded the compulsory PE kit as masculine. On the other hand, numerous girls felt the kit showed inappropriate body parts, whilst others said the clothing was really tight and lumps and bumps were revealed. Therefore, there should be a clear differentiation between feminine and masculine attire.

Dominance of boys in physicality in PE:

Young females believe the dominance of masculinity is still an existing within PE. Coakley and White (1992) suggested dominance was shown in the form of aggression as males used their physicality in PE to overpower female students. The presence of males within lessons has been identified as over dominant as young females state they get really aggressive which puts us off, which shows decreased levels of females in PE as males control the lesson (Derry, 2002). Females in PE have been reflected as weak and lacking skills and strength which has been influential in male participation in PE showing male superiority (Wright, 1996). Physical threats and the dominance of males in PE resulted in females allowing males to dictate the lesson and stay out their way (Whitehead & Biddle, 2008). Evidence suggest females have been negatively impacted in PE as there is team domination and individual activity domination from males which causes girls to disregard PE lessons (Coakley & White, 1992). This physical intimidation of males has led to the exclusion of young females in PE, leading to females rejecting PE as a potential option for their career.

2.3 Psychological Causes

Competitiveness of the PE lessons:

The amount of rejections PE receives is alarming as young females are psychologically affected by the competitive side of th...