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Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes

Purpose: Since personal, environmental and behavioral factors influence students’ and teachers’ actions and experiences, the present study aimed to assess gender-related experiences of students and teachers from single-sex and coeducational physical education (PE) settings. Method: In total, 64 stud...

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Autores principales: Frühauf, Anika, Hundhausen, Franziska, Kopp, Martin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9495701/
https://www.ncbi.nlm.nih.gov/pubmed/36135110
http://dx.doi.org/10.3390/bs12090306
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author Frühauf, Anika
Hundhausen, Franziska
Kopp, Martin
author_facet Frühauf, Anika
Hundhausen, Franziska
Kopp, Martin
author_sort Frühauf, Anika
collection PubMed
description Purpose: Since personal, environmental and behavioral factors influence students’ and teachers’ actions and experiences, the present study aimed to assess gender-related experiences of students and teachers from single-sex and coeducational physical education (PE) settings. Method: In total, 64 students (mean age: 13.8 ± 0.5 years) and 12 PE teachers from single-sex and coeducational PE settings from higher education schools (6th to 13th grade) in Germany and Austria were interviewed. Interviews were analyzed using a thematic content approach. Results: Students from coeducational PE settings described more gender-unrelated behavior and a higher variety of activities including various non-gender conforming activities. Male students from single-sex PE settings reported performing only gender conform and some gender-neutral activities. Teachers from coeducational settings stated that they purposefully formed mixed-gender groups to foster social processes. A lack of time and lack of knowledge were named by PE teachers as reasons for not addressing gender issues in PE by teachers. Conclusion: Performed activities and teachers’ behavior differed between PE settings, eventually influencing reported differences in terms of behavior and gender perception by students. Further studies should evaluate the influence of specific physical activity interventions on gender perceptions and students’ behavior in order to give practical recommendations for PE classes.
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spelling pubmed-94957012022-09-23 Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes Frühauf, Anika Hundhausen, Franziska Kopp, Martin Behav Sci (Basel) Article Purpose: Since personal, environmental and behavioral factors influence students’ and teachers’ actions and experiences, the present study aimed to assess gender-related experiences of students and teachers from single-sex and coeducational physical education (PE) settings. Method: In total, 64 students (mean age: 13.8 ± 0.5 years) and 12 PE teachers from single-sex and coeducational PE settings from higher education schools (6th to 13th grade) in Germany and Austria were interviewed. Interviews were analyzed using a thematic content approach. Results: Students from coeducational PE settings described more gender-unrelated behavior and a higher variety of activities including various non-gender conforming activities. Male students from single-sex PE settings reported performing only gender conform and some gender-neutral activities. Teachers from coeducational settings stated that they purposefully formed mixed-gender groups to foster social processes. A lack of time and lack of knowledge were named by PE teachers as reasons for not addressing gender issues in PE by teachers. Conclusion: Performed activities and teachers’ behavior differed between PE settings, eventually influencing reported differences in terms of behavior and gender perception by students. Further studies should evaluate the influence of specific physical activity interventions on gender perceptions and students’ behavior in order to give practical recommendations for PE classes. MDPI 2022-08-25 /pmc/articles/PMC9495701/ /pubmed/36135110 http://dx.doi.org/10.3390/bs12090306 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Frühauf, Anika
Hundhausen, Franziska
Kopp, Martin
Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes
title Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes
title_full Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes
title_fullStr Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes
title_full_unstemmed Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes
title_short Better Together? Analyzing Experiences from Male and Female Students and Teachers from Single-Sex and Coeducational Physical Education Classes
title_sort better together? analyzing experiences from male and female students and teachers from single-sex and coeducational physical education classes
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9495701/
https://www.ncbi.nlm.nih.gov/pubmed/36135110
http://dx.doi.org/10.3390/bs12090306
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