文档介绍：Single-sex and coeducation physical education: perspectives of adolescent girls and female physical education teachers - Research
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, . 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 e 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