Does competition within Physical Education lessons discourage female participation, making inclusion more difficult to achieve?

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Author
Ghent, Holly
Date
2015Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
The purpose of this study was to determine whether competition within Physical Education
lessons discourages female participation, limiting whole class inclusion. Also, looking at
how competition varies with age and ability, examining reasons for exclusion. Semistructured
interviews were split into higher (n=3) and lower (n=3) ability students between
year seven and nine, lasting between 21 and 51 minutes. Questions consisted of the
topics: the National Curriculum, competition, participation and motivation. Results were
displayed in tables based upon topics from the literature review, with sub-topics ranked on
importance depending on frequency of appearance during focus groups. Results
demonstrated that competition does not affect females of different abilities in the same
way. Findings indicated that on-pitch sports competition generally acts as a motivator for
students, demonstrated in higher ability groups. However, competition that extends outside
of lessons but is brought into Physical Education environments tends to negatively impact
motivation to participate. Lower ability students are seen to be less driven by lifelong
participation, as a result of social exclusion from peers that is exacerbated throughout Key
Stage three. Further research needs to look into modifications for Physical Education
lessons, with particular attention to class ability and how all students can benefit physically
and psychologically as a result of positive experiences of competition within Physical
Education.
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