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: April, 1999

Background:

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://youtu.be/XjJQBjWYDTs

http://mic.com/articles/97940/12-images-show-what-it-really-means-to-play-like-a-girl

http://www.tubechop.com/watch/3631732

Questions?