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Opportunities to Participate and Teacher Interactions in Coed versus Single-Gender Physical Education Settings.

2007; Sagamore-Venture Publishing; Volume: 64; Issue: 1 Linguagem: Inglês

2160-1682

James C. Hannon, Thomas Ratliffe,

Sports, Gender, and Society

The idea that single-gender physical education settings may result in a higher number of interactions with teachers and participation opportunities for female students has gained a considerable amount of attention in recent years. The purpose of this study was to compare high school aged females and males opportunities to participate and interact with teachers during flag football, soccer, and ultimate Frisbee game play in a coeducational and single-gender setting. Participants included 67 high school students enrolled in two intact physical education classes. Opportunities to participate for males and females were evaluated by recording frequency of touches during direct observation of game play. A modified version of a portion of the Observational Recording Record of Physical Educator’s Teaching Behavior (Stewart, 1989) was used to monitor the type and rate of teacher/student verbal interactions. Results from this study suggest that female students in single gender physical education settings may receive more opportunities to participate during flag football, ultimate Frisbee, and soccer game play. Results also suggest that teachers tend to have a higher rate of verbal interaction with female students in single gender settings. More research is recommended to investigate the complex variables associated with coeducational and single gender physical education settings.?