Muslimisches Leben in Deutschland

Prof. Dr. Neil Armstrong, University of Exeter (GBR) Prof. Dr. José Alves Diniz, Technical University of Lisbon (POR) Prof. Dr. Karsten Froberg, University of Southern Denmark (DEN) Prof. Dr. Lauri Laakso and Prof. Dr. Risto Telama, University of Jyväskylä (FIN) Prof. Dr. Skaiste Laskienė, Lithuanian Academy of Physical Education (LHT) Prof. Dr. Göran Patriksson, University of Gothenburg (SWE) Prof. Dr. Antonín Rychtecký, Charles University of Prague (CZE) Prof. Dr. Willem van Mechelen, Free University of Amsterdam (NED) Prof. Dr. Bart Vanreusel, Catholic University Leuven (BEL)

https://uni-muenster.de/imperia/md/content/sportwissenschaft/eu-studies/abstracts/noored_ja_sport_04_lotpaderborn.pdf

"Study on young people's lifestyles and sedentariness and the role of sport in the context of education and as a means of restoring the balance" - Final report -

In Denmark as in other European countries, many girls, and especially Muslim girls, seem to lose interest in physical activities and sport with increasing age. However, in a Danish context, little is known about the reasons why girls drop out of sport and which role physical education (PE) plays in this process. In this article we present results of a qualitative study on gendered discourses and doing gender in a PE class at a Danish high school. Drawing on constructivist and post-structuralist approaches to gender and ethnicity, we explore the different opportunities of girls in PE based on in-depth interviews and video observations. Three case studies of three girls are the focus of this article: Nanna, the Danish ‘athletic girl’ who found a balance between (en)acting femininity and presenting herself as a competent athlete; Iram, the ‘Muslim girl’ whose position as a Muslim causes her to hide her sporting abilities and Ida, the Danish ‘normal girl’ who re-interprets PE and adapts it to her needs. These...

Gender constructions and negotiations in physical education: case studies

In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches who had recently completed various association football coach education courses participated in this study. Following the interpretive analysis of 10 semi-structured interviews the findings revealed high levels of gender discrimination and inappropriate cultural practice. The women's experiences are discussed in line with the Bourdieuian notions of social acceptance, symbolic language and power. The women coaches provided a number of recommendations for future coach education provision, which in turn, may help to improve the experiences for those women who participate in the coach education process.

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"Why Am I Putting Myself through This?" Women Football Coaches' Experiences of the Football Association's Coach Education Process.

This study aimed to explore gender stereotypes and their impact upon perceived roles and practice of in-service physical education teachers. Twenty-one qualified PE teachers completed an online story completion method and results were analysed using reflexive thematic analysis. Comparisons were generated between the two-story stems: between male and female participants and between the hypothetical stories and direct question answers. Results showed that teachers’ perceptions largely conformed to typical gender stereotypes, including stereotypical views on gender roles, gendered sports and story character assumptions. Participants did not attribute stereotype reproduction to themselves as teachers and negative external pressures arose as a common reasoning for stereotypical practice. However, only female participants highlighted parents and peers as significant contributors, whereas both genders highlighted governmental pressures such as curriculum design. This study displayed that gender segregation, masculine and feminine discourses and gendered habitus are still prominent within PE.

Gender stereotypes: the impact upon perceived roles and practice of in-service teachers in physical education

Soziale Konstruktion von Geschlecht im Sport

Inklusion und Integration. Eine empirische Studie zur Integration von Migranten und Migrantinnen im organisierten Sport

Mädchen und Frauen mit Migrationshintergrund im organisierten Sport. Ergebnisse zur Sportsozialisation – Analyse ausgewählter Maßnahmen zur Integration im Sport.

As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal states in Germany for around 15 years, the prevailing practice even today, and documented in many empirical studies, is that so-called ‘male-oriented’ activities (e.g. games) predominate in PE classes while ‘female-oriented’ activities (e.g. dance, aerobics, gymnastics or health-related exercises) are scarcely ever taught. The purpose of this contribution is to examine (1) the extent to which male (as well as female) PE teachers actually make such a one-sided selection of activities; (2) the reasons they give for this practice and the way they perceive and judge it...

‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools

Christa Kleindienst-Cachay

Papers

Soziale Konstruktion von Geschlecht im Sport

Inklusion und Integration. Eine empirische Studie zur Integration von Migranten und Migrantinnen im organisierten Sport

Mädchen und Frauen mit Migrationshintergrund im organisierten Sport. Ergebnisse zur Sportsozialisation – Analyse ausgewählter Maßnahmen zur Integration im Sport.

‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools

Schulsport und Sportsozialisation von Hauptschülerinnen