Seminar done for class at Memorial University of Newfoundland

1. Single sex
Each child comes to school with a dream, do we help them
to realize it or destroy it? James Anderson
Co-Ed vs
By: Michael Mackey & Stefan Slaney

2. HKR 4420 Issues Memorial University of Newfoundland
Human Knot
Intro Activity

3. Single sex
Co-Ed
OR

4. Introduction
HKR 4420 Issues Memorial University of Newfoundland
• Past Physical Education models in Canada were geared
towards fitness and sport.
• In most cases girls were left out of Physical Education and put
into classes such as home economics.
• When girls did participate in Physical Education classes, the
structure was not suited to their needs or capabilities.

5. HKR 4420 Issues Memorial University of Newfoundland
Title IX
• Introduced in 1972
• Part of the Educational Amendments Act
• Purpose was to bring equal opportunities to the
educational system in the US
• Bring an end to single sex classes and have co-ed classes
for the first time
• Since the introduction of Title IX a concern has been
raised as to what is the best learning environment for the
students
• Prior to Title IX, it was not unusual for male students to
receive preferential treatment in the phys ed class

7. HKR 4420 Issues Memorial University of Newfoundland
The Issue
• Physical Education is taught predominantly Co-Ed in NL,
however participation rates in PE programs have been lower
than ever.
• Same sex education brings concern about “old ways” and
focus on how women were treated in the past.
Do you think that overall participation in PE classes would be
higher or lower if NL adopted same sex education in schools?

8. HKR 4420 Issues Memorial University of Newfoundland
Activity #1
• 5 minutes
• Split into 2 groups
• One group brainstorm the pros of
same sex education (PE)
• The other group will brainstorm
the cons of same sex education

9. HKR 4420 Issues Memorial University of Newfoundland
Pros and Cons same sex education in
PE
We examined a study by (Cathy D. Lirgg, 1993) in which outlined
several key advantages of same sex education, especially for
women:
• High reports of self-confidence for females
• Increased focus on the fundamentals in female only classes
• Females rated the course material more useful for same sex
education vs. Co-ed

10. HKR 4420 Issues Memorial University of Newfoundland
Pros and Cons of same-sex education
in PE cont..
Some key disadvantages of same-sex education in
schools:
• Females spend more time socializing during class with peers,
therefore less time is spent being physically active
• Females spend more time learning the basic skills and
technique, therefore less time for “game play”
• Males who are in a same-sex environment can experience a
significant decrease in self-confidence due to other kids or the
teachers approach to PE.

11. HKR 4420 Issues Memorial University of Newfoundland
Advantages of Coeducational Physical
Education
A recent article {McKenzie, T., Prochaska, J., Sallis, J., & LaMaster, K.
(2004). Coeducational and Single-Sex Physical Education in Middle
Schools: Impact on Physical Activity (4th ed., pp. 446-449)} highlights
the main advantages of coeducation in PE.
• Coeducational classes provided more MVPA than did single-sex
classes
• More game time in coeducational classes
• Easier for instructors because less time designing drills and ways to
improve technique as shown in girls-only classes.

12. Intro Activity
HKR 4420 Issues Memorial University of Newfoundland

13. Intro Activity
HKR 4420 Issues Memorial University of Newfoundland

14. HKR 4420 Issues Memorial University of Newfoundland
Disadvantages of Coeducational
Physical Education
Some key disadvantages outlined by the previous articles:
• Sexual harassment
• Difference in skill level between males and females
**Instructor needs to try and base his or her program around
the needs of both male and female students**

15. HKR 4420 Issues Memorial University of Newfoundland
Activity #2
• What do you think
students would give
as a reason same sex
classes are better
than coed classes?

16. HKR 4420 Issues Memorial University of Newfoundland
Coeducational versus single-sex physical education
class: implication on females students self-esteem and
participation.
• Study done by Treanor, Graber, Housner and
Wiegand (1998) on same sex education asked
students at the end of the year why they
favoured same sex classes.
• It is should be noted that these results alone
could not conclude that same sex classes were
better for middle school students.

17. HKR 4420 Issues Memorial University of Newfoundland
Coeducational versus single-sex physical education
class: implication on females students self-esteem and
participation.
• Reasons given include:
– More practice time
– Better behaviour
– Better competition
– Less fear of injury

18. HKR 4420 Issues Memorial University of Newfoundland
Coeducational versus single-sex physical education
class: implication on females students self-esteem and
participation.
The results of Treanor, et al. were supported by
findings of Lirggs (1994) and Derry (2002).
• In Derry's research it was reported an overwhelming 75%
of students stated they prefer a single-sex class
• One issue girls identified as not liking a same sex class is
their own self esteem
• Another reason for same sex classes is in coed classes
girls have said that boys have a tendency to take over the
class

19. HKR 4420 Issues Memorial University of Newfoundland
Coeducational versus single-sex physical education
class: implication on females students self-esteem and
participation.
• Challenge for physical education teachers:
– What environment is best for the students.
– Making the classroom and activities all inclusive to
both sexes
– Males have to be more welcoming to females
participation
– Females need to be given an environment that
develops their self confidence.

20. HKR 4420 Issues Memorial University of Newfoundland
Activity #3
On a school sports team
that has traditionally been
all one sex, and competes
against teams that are the
same sex, would you allow
an opposite sex player on
the team? Why or why
not?

21. HKR 4420 Issues Memorial University of Newfoundland
Do perceived cues, benefits, and barriers to physical
activity differ between male and female adolescents?
We reviewed a study by (Keith King & Jennifer Tergerson, 2002)
This study present several key ideas which relate to participation
rates in PE programs and overall activity levels.
• Both male and female participants highlighted that “having a
friend to exercise with” is the most helpful cue for
participation in physical activity. ( backs up same sex )
• Staying in shape was the main reason for exercising. Stressing
the importance of staying in shape will increase the will of
students.

22. HKR 4420 Issues Memorial University of Newfoundland
Do perceived cues, benefits, and barriers to physical
activity differ between male and female adolescents?
• The main barrier noted in this article to participating in physical
activity was “not having enough time”. Increasing physical
education time slots in schools would be a stepping stone to
overcoming this barrier.
• Focusing on activities such as swimming, hiking, and rollerblading
opposed to sports should be a part of PE programs. These activities
promote “healthy for life”.
• If schools and teaching associations listened to students than
maybe we wouldn’t have physical activity barriers or low
participation rates.

23. HKR 4420 Issues Memorial University of Newfoundland
Conclusion
• Many pros and cons of both types of programs, however no
concrete evidence on which works the best
• Co-Ed is the dominant style of PE programs in the province
and we know that this isn’t working, therefore trying single-
sex could be explored down the road
• If teaching in a Co-Ed environment, doing activities in which
satisfy both genders is the key to high participation rates

25. HKR 4420 Issues Memorial University of Newfoundland
Refernces
• Coeducational versus single-sex physical education class:
implication on females students self-esteem and participation..
(n.d.) >The Free Library. (2014). Retrieved Jul 26 2015 from
http://www.thefreelibrary.com/Coeducational+versus+single-
sex+physical+education+class%3a+implication...-a0228908542
• Griffin, P. S. (1984). Girls' Participation Patterns in a Middle School
Team Sports Unit. Journal Of Teaching In Physical Education, 4(1),
30-38.
• Hannon, J. C., & Ratliffe, T. (2007). Opportunities to Participate and
Teacher Interactions in Coed versus Single-Gender Physical
Education Settings. Physical Educator, 64(1), 11-20.

26. HKR 4420 Issues Memorial University of Newfoundland
Refernces
• McKenzie, T. L., Prochaska, J. J., Sallis, J. F., & Lamaster, K. J. (2004).
Coeducational and single-sex physical education in middle schools: Impact
on physical activity. Research Quarterly for Exercise and Sport, 75(4), 446-
449.
• Tergerson, J. L., & King, K. A. (2002). Do perceived cues, benefits, and
barriers to physical activity differ between male and female adolescents?.
Journal of school health, 72(9), 374-380.
• Williams, S. M. (2010). Physical Activity Levels in Coed and Same-sex
Physical Education Using the Tactical Games Model (Doctoral dissertation,
The University of Utah).
• Wright, J. (1997). The construction of gendered contexts in single sex and
co‐educational physical education lessons. Sport, Education and Society,
2(1), 55-72.