Single-sex and coeducation physical education: perspectives of adolescent girls and female physical education teachers - Research

Melpomene Journal, Fall-Winter, 2002 by Julie A. Derry

Coeducation physical education (coed phy ed) continues to be a topic of debate among educators, (11) as well as researchers, in an attempt to create equitable learning environments for female students. (3, 22) Educators and others assumed that with the gender integration of physical education classes, the issue of inequity for boys and girls would be diminished as they would receive the same instruction and curricular content. (7, 8) This, however, has not proven true; equitable treatment for girls has not occurred within the coed phy ed environment. (4, 5, 7, 8, 10, 27)

In her series of qualitative studies, P.S. Griffin (7, 8, 9) provided snapshots of these environments, depicting them as neither equitable nor conducive for girls and some boys to engage in and to learn skills. Girls were limited in achieving learning opportunities by boys' verbal harassment, display of physical contact and taking girls' turns. (7) Girls, however, did not impede the learning opportunities for boys; in fact, girls were more inclined to spend their time away from the boys. (7)

Another area of concern for girls during coed phy ed classes was that of boys controlling the activity environment and decreasing girls' levels of participation. (4, 5, 12) Children who experience or perceive negativity during interaction with peers in physical activity environments may develop greater anxiety or negative feelings associated with involvement causing them to become non-participants. (14) Moreover, environments created within physical education classes are critical to the development of girls' positive or negative feelings towards physical activity. Researchers concur that positive learning experiences with physical activity during the adolescent years affect participation levels of adults. (20, 25, 26) Research studies have also indicated that adolescent females are participating less in physical education classes (4) while an increasing number of girls are dropping out of physical activity participation at the high school level. (6, 13) Factors that affect girls' continued participation in ph ysical activity include engaged skill learning time, level of enjoyment with participation, self-esteem, health benefits received through participation and perceived athletic competence. (2, 12, 13)

Given the nature and difficulty of adolescence, many continue to debate and question the scheduling of boys and girls in coed phy ed The purpose of this study was to identify more clearly what is occurring in coed and single-sex phy ed classes for adolescent girls. Each school's District Research Committee, principal and participating teachers approved this study. Female students also provided written parental consent for their voluntary participation.

METHOD

Participants and settings

A total of 73 female students were individually interviewed, 37 in single-sex physical education classes and 36 in coeducation classes. Female students in this study were limited to grades 7 through 9, and ranged in ages from 12 to 15 years. Each volunteer female student was asked a series of semi-structured, open-ended questions about her personal experiences in physical education classes. A similar procedure was used to interview the 22 female physical education teachers, 11 from single-sex classes and 11 from coed phy ed classes. Each interview was audiotaped and transcribed verbatim following the interview. In addition, each class was audio and videotaped utilizing two cameras. Twenty separate, diverse middle school and junior high school sites were included in this study.

RESULTS

Student Interviews

Similar themes emerged from the interviews with female students in coed and single-sex phy ed classes. If the majority of female students agreed on a similar theme, a quantitative analysis was provided. Selected quotes from female students are included to help the reader understand more fully how adolescent girls were feeling in each of the two environments. All individual interviews were completed in 1999. Referencing of an individual interview with a female student from a coed class is identified by (Coed and a number), whereas an individual interview with a female student from a single-sex class is referenced by (Girl and a number). No girl has been identified by name or school site to ensure the anonymity of all participants.

Seventy-one of the 73 female students interviewed, or 97 percent, had previous experience in coed phy ed environments, whereas 58, or 80 percent, had previous experience in single-sex phy ed classes. Two of the 73 female students, or less than 3 percent, had never participated in a coed phy ed class, while 15 of 36, or 42 percent, of the female students from the coed phy ed classes had never experienced a single-sex phy ed class. This information is important because many of the comments made by the female students currently enrolled in either coed or single-sex classes related back to their previous experiences within the different environments.

When initially asked about their general feelings or attitudes towards physical education, 96 percent of the female students stated they loved, liked or enjoyed it. Another 39 percent stated that phy ed class provided them with a "much needed" break in their hectic and stressful school day.