The ability of gender to challenge: Queensland senior physical education

Abstract

Previous research in physical education has historically focussed on the gender issues of single-sex and coeducation, however discussion on alternate groupings of students, is not as significantly discussed. Ability is a factor that has also been infrequently dealt with in this examination. This doctoral research explored from the students’ perspectives, the class habitus of single-sex and coeducational Senior Physical Education classes in three North Queensland regional Catholic High schools. This research considered the factor of ability in single-sex and coeducation practical physical education learning environments, and the homogeneous groupings of single-sex schooling alongside a coeducation setting. It did this by examining the relationship of the themes of ability, challenge and gender, which were identified and incorporated into the study’s multidimensional methodological framework using the dimensions of Ability, Individual and Environment. It was hypothesised that gender, ability and the learning environment could affect an individual’s experiences, perceptions and sense of level of challenge experienced within the physical education environment. Participants were (N) 117, n = 78 male and n = 39 female, year 11 students enrolled in an elective Queensland Senior Physical Education subject. A case study method was utilised allowing for the triangulation of the qualitative and quantitative data. Quantitative instruments were trialled in a Pilot study and found appropriate for use in the case study methodology. Qualitative and quantitative data were collected over the duration of a study unit which involved an interceptive, team, ball physical activity. Data collection techniques employed were those of survey, observation and interview. The data analysis revealed that ability was a significant factor in Senior Physical Education learning environments. However, the findings of this research did not reveal gender as a significant factor in the same learning environments. Student perceptions of issues of ability, challenge and equity in the class habitus were both quantitatively and qualitatively linked to ability. Implications of the preliminary findings of this research for grouping students in Senior Physical Education classes indicate issues of equity relating to grouping students based upon ability and gender with the recommendation that further research be undertaken to examine such issues.