Varying Gender Contexts to Increase Female Engagement in PE

Abstract

Observing the limited involvement of female students within physical education [PE], both as a fellow student and later as a pre-service teacher, I decided to investigate ways in which to increase participation and engagement for female students during PE. It was found via questionnaires that, in co-educational settings, the majority of teachers do not separate males and females students for PE lessons. Furthermore, both females and males enjoy the curricula area and do not believe that it should be split into single-gendered classes. During my teaching placement, I separated males and females for PE lessons and, through observation, noticed an immediate improvement in females’ engagement and skill levels when participating in single-sex PE classes. It is recommended that educators consider utilising single-sex classes as a way to improve females’ participation and engagement in PE classes.