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Hastie, P. (1998). The Participation and Perceptions of Girls Within a Unit of Sport Education. Journal of Teaching in Physical
Education, 17, 157-171.
Kathleen Wack and David Robertson
Type of, purpose of study/paper,
• Quantitative and Qualitative
• Examined the participation and perceptions of 6th grade girls in a season of floor hockey in the Sport Education Curriculum Model for PE
Background:Sports Education Model
• Activity based approach• Primary objective is to help students become
skilled sports participants and good sports people
• Allows students to experience the positive values of sports in a manner similar to being involved in an interscholastic sports program.
• Goal is to help students experience such qualities as working to reach a deferred goal, teamwork, loyalty, commitment, perseverance, dedication, and concern for other people.
• Outcome is that students become competent, literate, and enthusiastic sports participants.
Background:Sports Education Model
Six characteristics:1. Involves seasons rather than units2. Students become members of teams and remain
with that team for the entire season3. Seasons are defined by formal competition (which is
interspersed with teacher-and-student directed practice sessions)
4. Culminating event for each season5. Extensive records kept and publicized6. There is a festive atmosphere
Background:Sports Education Model
Background: The Feminist Perspective
• Previous research shows that there is a “strong potential for girls to be marginalized in physical education” (p. 158).
Significance of Study
• Gender socialization in physical education
• Girls can be successful given this curriculum model
• Girls had a more cohesive bond with the athletic boys
Methods/Analysis: Participants
• 35 6th grade girls from a rural Alabama middle school who take part in a daily co-educational PE program.
• Researcher was the facilitator along with his 12 college students
Methods/Analysis• 20 lessons videotaped• Frequency and success rates of students’
opportunities to respond (OTR) were charted at 4 minute intervals
• Judged:– Successful– Unsuccessful– Off-task– Modify task
http://youtu.be/VVIoJndml-g
Analysis Methods
• OTR Data• Interview Data• Reliability Checks:– Simultaneous observations of 5 minute segments
of video by other raters– Data counts of student roles– 20 small group interviews
Findings
• Girls enjoyed the experience in participating within a unit of Sport Education
• Structural arrangement of the class• FUN—Skill dimension and a Social dimension (having some
control of the lesson)• OTR—Decreased during first phase, Increased during third
phase (lessons 11-20)• Authority Positions (Captain and Referee) limited for girls—
boys are naturally better at sports (Interviews)• Equity issues still need to be addressed—promoted gender
role socialization
Conclusions
• Girls had success—Skill and Social
• Gender issues still prevalent in PE
• TEAM brought students together
• Girl’s felt increased personal involvement
• The Season--Length
Implications for future research
• Conduct similar studies today, such as football and volleyball
• Conduct studies utilizing the Sport Education Model and it’s underpinnings—specifically researching “equity officer” and the findings related to student-directed sport and gender-fair physical education
What We Took From This Article• “Although not outwardly promoting these
opinions, did nothing to correct or modify them.” (p. 168).
• “This was a physical education environment that promoted gender role socialization.” (p. 169)
Questions To The Audience
• What has changed, now 16 years after publication of this article?
• Are university teacher preparation programs teaching pre-service physical education teachers to address this issue in a way that promotes gender equality in the gymnasium?
http://mic.com/articles/97940/12-images-show-what-it-really-means-to-play-like-a-girl
http://www.tubechop.com/watch/3631732