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

Affect on physical activity levels

If girls are choosing not to be active in coed classes because of the environment, are we then truly able to meet the goals of educating physically active young adults? If girls are intimidated or embarrassed by boys when participating in such classes, then it is possible that their participation levels inside and outside of class may be impacted. The Surgeon General's report, (28) as well as the more recent Shape of the Nation report, (21) reiterate the role and importance of phy ed classes in educating young girls and boys on how to become healthy and physically active beings. It is apparent from this study, that many girls do not find coed phy ed classes appealing to their learning styles or immediate needs. Many, in fact, find it to be a very unpleasant experience. Research studies have reported the need for better ways to educate our youth, especially adolescent girls, on the importance and value of increased levels of physical activity. (21, 23, 25, 26, 28)

Impact of "looking good"

Girls mentioned that the issues of appearance and body image were difficult to handle within coed phy ed classes. These concerns are very real for many adolescent girls and boys. Numerous girls stated that they did not enjoy being "looked at" by boys in either their gym outfits or during physical exercise or activity. Teachers agreed, stating that many girls were noticeably uncomfortable in the coed environment. The perceived pressure of "looking good" was repeated as an issue of concern by both girls and female teachers. This concurs with findings reported by Adler, Kless & Adler (1) concerning elementary level girls and the issue of physical appearance. Adolescent students are dealing with quite a bit in terms of adjusting to their physical developmental growth, as well as to new hormonal levels within their bodies.

Many girls mentioned that coed phy ed was fine in elementary school, but now that they are older and their bodies are developing, many would prefer a more comfortable environment to learn and engage in physical activity. It is necessary to address again the variables that students are facing during their middle school years and, because of these factors, most girls would rather be in classes that do not include boys. Teachers also mentioned they were able to teach more to students when their classes were separated and that girls' levels of participation were higher. Comments concerning single-sex environments made by female students stressed the importance of an environment that was more conducive to their immediate learning styles and needs. The students and teachers alluded to an environment where female students felt safe, in terms of their physicality and body image. There was no fear of appearance or worries about their looks by girls in single-sex classes. Many girls mentioned how relieved they were not to have the daily pressure created by worrying about their appearance in front of boys.

Implications

It is apparent from the information provided in this study, that a majority of female students and teachers concurred that single-sex classes may provide a viable alternative environment for adolescent girls to learn the skills and strategies associated with lifetime physical activity. Research studies in the areas of math and science have shown that single-sex classes are more conducive to the learning needs of girls. (15, 16, 17, 24) Given the difficulties associated with adolescence for both girls and boys, offering single-sex classes to less skilled and less athletic students may provide them with the opportunity to develop their abilities in a non-threatening environment.