Male Participation in Dance at Key Stage Four

Abstract

The aim of the study was to explore male participation in dance at Key Stage Four, and to investigate the possible reasons as to why males may or may not want to take part within dance activity. A qualitative research approach was employed throughout the study, with questionnaires and focus groups as the method of data collection. Questionnaires were completed by thirty year nine male physical education students prior to a focus group interview with five of the students. The results were analysed using a content analysis approach, which gathered the main themes from the questionnaire and focus group interview, the results were then compared. The access to dance activity inside and outside of education was one of the key findings, which showed that there was a lack of opportunities within education for the male students, which consequently affected their perceived value of dance within education. The style and quality of dance did have an effect in terms of gender; break dance was identified by the male students as a popular style, due to the strength and power of the movement. The results determine that male students should be given more opportunities and access to dance activity at key stage three within the curriculum to improve their participation in dance at key stage four, and to improve the value of the subject in schools. Most of the male students thought that dance was a masculine activity, suggesting their lack of participation was not due to the gendering of the subject.