{"id":36,"date":"2017-01-09T14:43:32","date_gmt":"2017-01-09T21:43:32","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mrng\/?page_id=36"},"modified":"2017-01-22T23:13:35","modified_gmt":"2017-01-23T06:13:35","slug":"inquiry-resources","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/mrng\/inquiry-resources\/","title":{"rendered":"Annotated Bibliography &#038; References"},"content":{"rendered":"<style type=\"text\/css\">.nobrtable br { display: none }<\/style>\n<div class=\"nobrtable\">\n<div>\n<style>\n<!-- \/* Font Definitions *\/ @font-face {font-family:\"Cambria Math\"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;} \/* Style Definitions *\/ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; 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mso-table-layout-alt: fixed; border: none; mso-border-alt: solid #FFC000 1.5pt; mso-border-themecolor: accent4; mso-yfti-tbllook: 1184; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-border-insideh: 1.5pt solid #FFC000; mso-border-insideh-themecolor: accent4; mso-border-insidev: 1.5pt solid #FFC000; mso-border-insidev-themecolor: accent4;\" border=\"1\" width=\"734\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr style=\"mso-yfti-irow: 0; mso-yfti-firstrow: yes;\">\n<td style=\"width: 134.7pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; background: #7F7F7F; mso-background-themecolor: text1; mso-background-themetint: 128; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"180\">\n<p class=\"MsoNormal\" style=\"text-align: center;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Title<\/span><\/b><\/p>\n<\/td>\n<td style=\"width: 88.55pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-left: none; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: #7F7F7F; mso-background-themecolor: text1; mso-background-themetint: 128; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"118\">\n<p class=\"MsoNormal\" style=\"text-align: center;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Author<\/span><\/b><\/p>\n<\/td>\n<td style=\"width: 159.5pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-left: none; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: #7F7F7F; mso-background-themecolor: text1; mso-background-themetint: 128; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"213\">\n<p class=\"MsoNormal\" style=\"text-align: center;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Significant Quote from Article<\/span><\/b><\/p>\n<\/td>\n<td style=\"width: 141.75pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-left: none; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: #7F7F7F; mso-background-themecolor: text1; mso-background-themetint: 128; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"189\">\n<p class=\"MsoNormal\" style=\"text-align: center;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Purpose<\/span><\/b><\/p>\n<\/td>\n<td style=\"width: 209.0pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-left: none; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: #7F7F7F; mso-background-themecolor: text1; mso-background-themetint: 128; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"279\">\n<p class=\"MsoNormal\" style=\"text-align: center; margin: 0in 17.85pt .0001pt 13.05pt;\" align=\"center\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Major Findings\/ Summary<\/span><\/b><\/p>\n<\/td>\n<\/tr>\n<tr style=\"mso-yfti-irow: 1;\">\n<td style=\"width: 134.7pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-top: none; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"180\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Achieving<br \/>\nBalance: Secondary Physical Education Gender-Grouping Options<\/span><\/p>\n<\/td>\n<td style=\"width: 88.55pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"118\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Ritchie<br \/>\n<span class=\"SpellE\">Gabbei<\/span> (2004) <\/span><\/p>\n<\/td>\n<td style=\"width: 159.5pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"213\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">\u201c<\/span><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">Single-gender classes are a legitimate option to provide<br \/>\nfemale students with an equal opportunity to achieve learning goals in a<br \/>\nphysically and emotionally safe environment\u201d <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u201cCurrent recommendations for<br \/>\ngender- equal physical education are based entirely on the concept that the<br \/>\nsame physical education is equal for all students.<\/span><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">\u201d<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<\/td>\n<td style=\"width: 141.75pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"189\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Trying<br \/>\nto find the answer to make PE enjoyable for all.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Relates to my inquiry question.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Providing quality physical education that<br \/>\nis equitable to all students is very complex.<\/span><\/p>\n<\/td>\n<td style=\"width: 209.0pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"279\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Benefits<br \/>\nof single-gendered PE classes.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Coed<br \/>\nalso has benefits, but do they give all students a fair and equal chance to<br \/>\nparticipate and learn?<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>The article<br \/>\naddresses some positives that can come from separated PE classes.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr style=\"mso-yfti-irow: 2;\">\n<td style=\"width: 134.7pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-top: none; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; background: white; mso-background-themecolor: background1; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"180\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">\u00a0<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Should<br \/>\nSecondary Physical Education Be Coeducational or Single-Sex?<\/span><\/p>\n<\/td>\n<td style=\"width: 88.55pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: white; mso-background-themecolor: background1; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"118\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">James<br \/>\nHannon &amp; Skip Williams (2008)<\/span><\/p>\n<\/td>\n<td style=\"width: 159.5pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: white; mso-background-themecolor: background1; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"213\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u201cShould physical education classes<br \/>\nreturn to teaching males and females separately?\u201d All of the responses from<br \/>\nphysical education specialists were in support of a return to teaching<br \/>\nsingle-sex classes\u201d<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u201cWhen examining the literature on<br \/>\nteacher perceptions, there appears to be a preference by teachers for<br \/>\nsingle-sex physical education\u201d<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">\u00a0<\/span><\/p>\n<\/td>\n<td style=\"width: 141.75pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: white; mso-background-themecolor: background1; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"189\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">This<br \/>\narticle relates to my inquiry question as it has a teacher perspective and<br \/>\nstudent perspective as well as comparing activity levels between coed classes<br \/>\nand single-gendered classes.<\/span><\/p>\n<\/td>\n<td style=\"width: 209.0pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; background: white; mso-background-themecolor: background1; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"279\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">The available data from the<br \/>\narticle indicates and suggests that coeducational physical education classes<br \/>\nare better than or similar to single-sex classes in providing physical<br \/>\nactivity to boys and girls but the responses from teachers are suggesting<br \/>\nthey prefer teaching single gendered classes.<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr style=\"mso-yfti-irow: 3;\">\n<td style=\"width: 134.7pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-top: none; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"180\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Physical<br \/>\nEducation Teachers\u2019 and University Teacher Educators\u2019 Perceptions regarding<br \/>\nCoeducational vs. Single Gender Physical Education<\/span><\/p>\n<\/td>\n<td style=\"width: 88.55pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"118\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Grant<br \/>\nHill, James Hannon &amp; Curt Knowles (2012)<\/span><\/p>\n<\/td>\n<td style=\"width: 159.5pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"213\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">&#8220;Options should be made<br \/>\navailable for students to elect coed or be separated in classes where more<br \/>\nthan one physical education teacher is available.\u201d<span style=\"mso-spacerun: yes;\">\u00a0 <\/span><\/span><\/p>\n<\/td>\n<td style=\"width: 141.75pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"189\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">This<br \/>\narticle ties in with my inquiry question because it gives teachers\u2019<br \/>\nperspectives on the issue of coeducational vs single gender physical<br \/>\neducation classes.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>There were<br \/>\narguments for both sides and both had great discussion points.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span><\/span><\/p>\n<\/td>\n<td style=\"width: 209.0pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"279\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">The<br \/>\narticle suggest that <\/span><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">schools should continue to assign<br \/>\nstudents to coeducational physical education classes in order to prevent<br \/>\ndiscrimination, exclusion, and inequity based on sex. However, teachers<br \/>\nshould separate students into single gender groups for bodily contact<br \/>\nactivities such as football, basketball, and soccer in order to provide a<br \/>\nsafer environment <\/span><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">that<br \/>\nis more enjoyable for students.<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<tr style=\"mso-yfti-irow: 4;\">\n<td style=\"width: 134.7pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-top: none; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"180\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Physical<br \/>\nEducation and Female Participation: A Case Study of Teachers\u2019 Perspectives<br \/>\nand Strategies<\/span><\/p>\n<\/td>\n<td style=\"width: 88.55pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"118\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Brooke<br \/>\nMurphy, Rylee <span class=\"SpellE\">Dionigi<\/span> &amp; Chelsea Litchfield (2014)<\/span><\/p>\n<\/td>\n<td style=\"width: 159.5pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"213\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">Many teachers agree that the use<br \/>\nof single gender classes for certain activities was the most effective<br \/>\nstrategy when trying to encourage female students to actively participate in<br \/>\nPE <\/span><\/p>\n<\/td>\n<td style=\"width: 141.75pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"189\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">The<br \/>\nissue of deciding if single gendered PE or coed classes are superior to one<br \/>\nanother.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>This topic is an issue not<br \/>\nonly in Canada, but also in countries all over the world.<\/span><\/p>\n<\/td>\n<td style=\"width: 209.0pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt;\" valign=\"top\" width=\"279\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Australian<br \/>\nteachers were interviewed and were asked their opinion about gender issues in<br \/>\nphysical education and potential strategies to correcting issues that arise<br \/>\nfrom coeducational classes.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Many of<br \/>\nthe solutions revolved around having single gendered PE, but in a different<br \/>\nsetting such as \u201cAdventure PE\u201d.<span style=\"mso-spacerun: yes;\"><br \/>\n<\/span>Teachers needed to carefully select how the class was organized,<br \/>\nmodifying the practice of score keeping, how to challenge all students<br \/>\netc.<span style=\"mso-spacerun: yes;\">\u00a0\u00a0\u00a0 <\/span><\/span><\/p>\n<\/td>\n<\/tr>\n<tr style=\"mso-yfti-irow: 5; mso-yfti-lastrow: yes; height: 332.65pt;\">\n<td style=\"width: 134.7pt; border: solid #FFC000 1.5pt; mso-border-themecolor: accent4; border-top: none; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt; height: 332.65pt;\" valign=\"top\" width=\"180\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Secondary<br \/>\nPhysical Education Avoidance and Gender: Problems and Antidotes<\/span><\/p>\n<\/td>\n<td style=\"width: 88.55pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt; height: 332.65pt;\" valign=\"top\" width=\"118\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Thomas<br \/>\nRyan &amp; Yves Poirier (2012)<\/span><\/p>\n<\/td>\n<td style=\"width: 159.5pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt; height: 332.65pt;\" valign=\"top\" width=\"213\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\"><span style=\"mso-spacerun: yes;\">\u00a0<\/span>\u201cPhysical educators would rather have<br \/>\nclasses divided by gender so that the level of competition is consistent with<br \/>\ntheir ability and everyone who is taking part in the course feels welcome\u201d<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u201cIt has also been observed that<br \/>\nsome female students are more motivated to prioritize academic excellence<br \/>\n(such as their grades) and focus predominantly in courses that will grant<br \/>\nthem a better chance at post-secondary institution acceptance than athletics,<br \/>\nsport and fitness\u201d <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">\u00a0<\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman';\">Due to the difficulties of<br \/>\ncreating a workable timetable; several physical education classes are often<br \/>\nsetup in a coed manner.<span style=\"mso-spacerun: yes;\">\u00a0\u00a0 <\/span><\/span><\/p>\n<p class=\"MsoNormal\"><b style=\"mso-bidi-font-weight: normal;\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">\u00a0<\/span><\/b><\/p>\n<\/td>\n<td style=\"width: 141.75pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt; height: 332.65pt;\" valign=\"top\" width=\"189\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Is<br \/>\ncoed physical education unavoidable?<span style=\"mso-spacerun: yes;\"><br \/>\n<\/span>School population can either be too big or too small leading to<br \/>\ndifficulties making a time table.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Is<br \/>\nit an issue of administration or PE teachers not wanting to teach these type<br \/>\nof <span class=\"GramE\">classes.<\/span><span style=\"mso-spacerun: yes;\">\u00a0 <\/span><\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">Is<br \/>\nit possible enrollment is down because PE is not taken \u201cseriously\u201d as an<br \/>\nimportant course?<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Seniors tend to take<br \/>\nmore academic classes for university preparation.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span><\/span><\/p>\n<\/td>\n<td style=\"width: 209.0pt; border-top: none; border-left: none; border-bottom: solid #FFC000 1.5pt; mso-border-bottom-themecolor: accent4; border-right: solid #FFC000 1.5pt; mso-border-right-themecolor: accent4; mso-border-top-alt: solid #FFC000 1.5pt; mso-border-top-themecolor: accent4; mso-border-left-alt: solid #FFC000 1.5pt; mso-border-left-themecolor: accent4; padding: 0in 5.4pt 0in 5.4pt; height: 332.65pt;\" valign=\"top\" width=\"279\">\n<p class=\"MsoNormal\"><span style=\"font-size: 11.0pt; font-family: 'Times New Roman',serif;\">The<br \/>\narticle had a goal of locating and evaluating the barriers that impact and<br \/>\ncause females to avoid secondary elective physical education courses.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>The article concluded that girls needed 7<br \/>\nattributes to \u201cfriendly PE\u201d.<span style=\"mso-spacerun: yes;\">\u00a0 <\/span>Gender<br \/>\nseparation opportunities exist in classes, students are physical active in PE<br \/>\nclasses, noncompetitive activities are offered, lifelong physical activity is<br \/>\nemphasized, <span class=\"GramE\">classes<\/span> are fun &amp; enjoyable,<br \/>\nappropriate instructional methods are used, behavior skills for PE are<br \/>\ntaught.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p class=\"MsoNormal\">\n<\/div>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<\/div>\n<p><strong>REFERENCES:<\/strong><\/p>\n<p>Biddle, S., &amp; Whitehead, S. (2008). Adolescent girls\u2019 perception of physical activity: A focus group study. European Physical Education Review, 4 (2), 243\u2013262.<\/p>\n<p>Chomitz, V. R., Slining, M. M., McGowan, R. J., Mitchell, S. E., Dawson, G.F., &amp; Hacker, K.A. (2009). Is there a relationship between physical fitness and academic achievement? Positive results from public health school children in the northeastern United States. Journal of School Health, 79, 30-37.<\/p>\n<p>Gabbei, R. (2004). Achieving Balance: Secondary Physical Education Gender-Grouping Options. <em>Journal Of Physical Education, Recreation &amp; Dance (JOPERD)<\/em>,<em>75<\/em>(3), 33.<\/p>\n<p>Hamre, B. K., &amp; Pianta, R. C. (2006). Student-teacher relationship. In G. G. Bear &amp; K. Minke (Eds.), <em>Children\u2019s Needs III: Development, prevention and intervention <\/em>(pp. 59-71). Bethesda, MD: NASP.<\/p>\n<p>Hannon, J. C., &amp; Williams, S. M. (2008). Should Secondary Physical Education Be Coeducational or Single-Sex?. <em>Journal of Physical Education, Recreation &amp; Dance<\/em>, <em>79<\/em>(2), 6-56.<\/p>\n<p>Hill, G. M., Hannon, J. C., &amp; Knowles, C. (2012). Physical Education Teachers&#8217; and University Teacher Educators&#8217; Perceptions regarding Coeducational vs. Single Gender Physical Education. <em>Physical Educator<\/em>, <em>69<\/em>(3), 265-288.<\/p>\n<p>Hurtes, K. P. (2002). Social dependency: The impact of adolescent female culture. Leisure Sciences, 24(1), 109-121.<\/p>\n<p>Murphy, B., Dionigi, R. A., &amp; Litchfield, C. (2014). Physical Education and Female Participation: A Case Study of Teachers&#8217; Perspectives and Strategies. <em>Issues In \u00a0\u00a0 Educational Research<\/em>, <em>24<\/em>(3), 241-259.<\/p>\n<p>Pratt, D. D. (2002). Good teaching: One size fits all?<em> New Directions for Adult and Continuing Education, 2002<\/em>(93), 5-16. doi:10.1002<\/p>\n<p>Ryan, T., &amp; Poirier, Y. (2012). Secondary Physical Education Avoidance and Gender: Problems and Antidotes. <em>Online Submission<\/em>, <em>5<\/em>(2), 173-194.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Title Author Significant Quote from Article Purpose Major Findings\/ Summary Achieving Balance: Secondary Physical Education Gender-Grouping Options Ritchie Gabbei (2004) \u201cSingle-gender classes are a legitimate option to provide female students with an equal opportunity to achieve learning goals in a physically and emotionally safe environment\u201d \u00a0 \u201cCurrent recommendations for gender- equal physical education are based [&hellip;]<\/p>\n","protected":false},"author":28862,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/users\/28862"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":29,"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"predecessor-version":[{"id":168,"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/pages\/36\/revisions\/168"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/mrng\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}