Becoming Anti Bias in Physical Education: The Holistic Approach in Creating Equality Amongst All Students
Physical Education can be an undermined subject when promoting the benefits in the classroom. In class we have discussed how contradicting Physical Education can be to some people and the reasonable value that it does not hold to be a core subject. These types of people who seek P.E to be irrelevant have potentially based their negative mindset from previous experiences. As a future educator and being impacted positively to physical education, I have begun to assess reasons why individuals have created this closed mindset towards Physical Education. This is important to recognize due to common biases that students often face in P.E. In the Saskatchewan Curriculum Physical Education 3 outcome 3.10; “Demonstrate, verbally and non-verbally, consideration and respect for all others (regardless of ideas, abilities, worldviews, physical characteristics, cultural backgrounds, or gender) while participating in physical education activities” (Saskatchewan Curriculum, 2010). Although this outcome is specified to teach students the importance of respectfulness to self and others, it is also critical as a teacher to recognize and demonstrate respectfulness towards diversity in the classroom. Recognizing this not only allows the teacher to adapt to their students, but it creates a better learning environment. Looking into this outcome, it has sparked my interest in how I can as a future teacher create an anti bias environment to help my students have an open mindset towards equality in Physical Education. To help support this exploration I will be using indicator a, d, and g from outcome 3.1 to broaden my research.
In the Saskatchewan Curriculum Physical Education 3 indicator a; “discuss effective ways to maintain harmony and positive physical interactions while participating in movement activities with one other person, and with many other people” (Saskatchewan Curriculum, 2010). To me, this indicator means the effectiveness of creating an environment that allows students to learn the importance of working and encouraging other classmates respectfully. In regards to creating lessons around this indicator, possible biases could occur. A possible issue that could happen is inequality between gender or abilities with students. In a P.E class, the expression “boys are better than girls” gets brought up often. The mentally of this concept is bias, which it creates that limitation for some girls to more likely to not participate in Physical Education. In a recent article from the Calgary Journal; Where are all the girls?: Why many female students drop out of gym after Grade 10 (2018). Author Alexandra Nicholson discusses and shares personal experiences of high school girls dropping out of Physical Education. A few quotes that some girls expressed in the article were; “Boys don’t view the girls as super sporty and into sports so it’s like if you don’t do well they will probably judge you and never include you.” “A culture of athletic competitiveness is encouraged as part of boys’ social education into masculinity; this is not so much a part of girls’ socialization into femininity,”(Nicholson, 2018). From Alexandra article, this is impactful to me because it motivates myself to find ways to eliminate this bias in Phys.ed and allow all students to feel confident/motivated in participating. The ultimate goal is ways to teach students equality and respectfulness in movement activities. In the article; Coeducational methodology used by physical education teachers and students’ perception of it (2018). The author Valdivia-Moral, suggests that this is an ongoing issue, in which it needs to be addressed from a different point of view. In the article, research was taken upon female and male Phys.ed teachers and their observation on sexism that happens within their classroom. With that high percentage taking part, the author argues that the best way of eliminating this issue is efficient use of language in Physical Education classes. The author states; the“use of the masculine pronoun form in naming this reality, we hide one of the genders and we are discriminating against building contexts where both sexes are developed” (Valdivia-Moral, 2018, p.3).On that note, the author also suggests the importance of mindfulness before teaching to students; “the influence that the different gender stereotypes may have on the students’ school life, it is important to know whether the activities proposed by teachers reinforce or, on the contrary, try to confront sexist prejudices” (Valdivia-Moral, 2018, p.3). In a grade three context, this is relevant in being mindful of gender equality at a young age. Teaching students this at a younger grade level could prevent bias in the classroom and allows students to gain more of an understanding of respect to themselves and others.
In a Physical Education environment, students are constantly learning new foundational movement skills and abilities, which allows students to use them in movement activities. For some students, competitiveness plays a factor when participating in games and activities. In the Saskatchewan Curriculum Physical Education 3 indicator (e) “Engage positively with maximum effort while respecting the abilities of others when participating in movement activities” (2010). This indicator is important because it teaches students to encourage their classmates when doing an activity. As some students might have more experience due to them being in extracurriculars and having a high knowledge about working hard, working as a team and sportsmanship. This could be an issue, due to some students being more competitive in phys.ed class. Which can create a restriction of harmony towards cooperating with classmates. For example, if a class is playing basketball, the students who are more knowledgeable and skilled in basketball are more likely to contribute to the game and the other students who do not know this sport, potentially feel left out due to them not ‘being good enough’. To eliminate this type of bias, how can teachers encourage a fair/equal play and teach the importance of encouraging other students? In the article; Competition in Physical Education: Avoid, Ask, Adapt or Accept? (2018). The author argues that Competition should not even be part of Physical Education; “He analyzed competition to lead, on an individual level, to ills such as obsessional and narrow thinking, conformity, selfishness, hostility, lower self-esteem and creativity, and on a social level to ills such as prejudice, hostility, aggression, cheating, violence, as well as a loss of community and sociability” (Aggerholm, 2018). As competitiveness is not healthy to promote in the classroom, the author also discusses giving students the variety of options. This is important because it allows students to feel comfortable participating in the classroom. The author also addresses; “Physical education should for this reason contribute to broaden the students’ horizon by providing experiences with unusual and contrasting forms of activities from a variety of different physical cultures” (Aggerholm, 2018). I found this important because providing this to students not only allows students to gain more experience in different activities, but it eliminates competition due to learning unique and different types of games. However, researching ways in creating an equal encouragement to students is in promoting them with options.
As students develop in their learning, they begin to recognize things they are good and bad at. For example, in a school setting, students will determine if they are a math or english learner. Students who develop these closed-minded attitudes have created a limitation within themselves and their learning. This type of mentality can occur in Physical Education as well, where students do not believe they have the physical ability to try new things. In the Saskatchewan Curriculum Physical Education 3 indicator g; “Create and implement adaptations to movement activities that will support peers with physical limitations to participate fully” (2010). With this indicator, it means to provide options or adaptations to fluctuate to all students to participate fully. This is important to incorporate in the classroom because it provides a variety of options to pick to students skill level, this is especially beneficial because in some situations some students are at different skill levels. In the article Harvesting Harmony: Mindfulness in Physical Education (2017) the author discusses the importance of equality and mindfulness in Physical Education. The author, Shannon Mulhearn, suggests that students need to begin being mindful when developing their understanding in certain skills. To help promote this Shannon expresses in using the seven attitudes as pillars of mindful practices: non-judging, patience, beginner’s mind, trust, non-striving, acceptance and letting go (Mulhearn, 2017, p.4). In each pillar, it allows examples and methods for teachers to demonstrate encouragement to students in each development stage; “these are concepts commonly used by teachers, but it is necessary to point these skills out to students in order for them to know that they have the tools to cope with the stress in their lives” (Mulhearn, 2017, p. 6-7). In order to allow students to feel comfortable, teachers need to provide adaptation and encouragement to their lessons/activities. Providing this not only helps the students, but it will improve students in progressing their development at their own speed.
In Physical Education, inequality and bias happen in the classroom. These issues can create an impact on students' development in understanding the importance of Physical Education. Eliminating typical bias such as gender equality, competitiveness, and lack of confidence are all issues that some students experience in Physical Education. Amongst my research I gained knowledge in understanding how to eliminate these types of bias and creating equality in the classroom. From doing this did I not only gain knowledge about creating an equal environment to students, but I have new ideas to bring to my future classroom.
Resources:
Saskatchewan Curriculum: Physical Education 3. (2010). Retrieved October 22, 2020, from https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/CurriculumOutcomeContent?id=193
Nicholson, A. (2018, March 23). Where are all the girls?: Why many female students drop out of gym after Grade 10. Retrieved October 22, 2020, from https://calgaryjournal.ca/news/4106-where-are-all-the-girls-why-many-female-students-drop-out-of-gym-after-grade-10.html/
Valdivia-Moral, P., Molero, D., Díaz-Suarez, A., Cofre, C., & Zagalaz-Sánchez, M. L. (2018). Coeducational methodology used by physical education teachers and students’ perception of it. Sustainability, 10(7), 2312. doi:http://dx.doi.org.libproxy.uregina.ca/10.3390/su10072312
Aggerholm, Kenneth, Standal, Øyvind Førland, & Hordvik, Mats Melvold. (2018). Competition in Physical Education: Avoid, Ask, Adapt or Accept? Quest (National Association for Kinesiology in Higher Education), 70(3), 385-400.
Mulhearn, Shannon C, Kulinna, Pamela Hodges, & Lorenz, Kent A. (2017). Harvesting Harmony: Mindfulness in Physical Education. Journal of Physical Education, Recreation & Dance, 88(6), 44-50.
In the Saskatchewan Curriculum Physical Education 3 indicator a; “discuss effective ways to maintain harmony and positive physical interactions while participating in movement activities with one other person, and with many other people” (Saskatchewan Curriculum, 2010). To me, this indicator means the effectiveness of creating an environment that allows students to learn the importance of working and encouraging other classmates respectfully. In regards to creating lessons around this indicator, possible biases could occur. A possible issue that could happen is inequality between gender or abilities with students. In a P.E class, the expression “boys are better than girls” gets brought up often. The mentally of this concept is bias, which it creates that limitation for some girls to more likely to not participate in Physical Education. In a recent article from the Calgary Journal; Where are all the girls?: Why many female students drop out of gym after Grade 10 (2018). Author Alexandra Nicholson discusses and shares personal experiences of high school girls dropping out of Physical Education. A few quotes that some girls expressed in the article were; “Boys don’t view the girls as super sporty and into sports so it’s like if you don’t do well they will probably judge you and never include you.” “A culture of athletic competitiveness is encouraged as part of boys’ social education into masculinity; this is not so much a part of girls’ socialization into femininity,”(Nicholson, 2018). From Alexandra article, this is impactful to me because it motivates myself to find ways to eliminate this bias in Phys.ed and allow all students to feel confident/motivated in participating. The ultimate goal is ways to teach students equality and respectfulness in movement activities. In the article; Coeducational methodology used by physical education teachers and students’ perception of it (2018). The author Valdivia-Moral, suggests that this is an ongoing issue, in which it needs to be addressed from a different point of view. In the article, research was taken upon female and male Phys.ed teachers and their observation on sexism that happens within their classroom. With that high percentage taking part, the author argues that the best way of eliminating this issue is efficient use of language in Physical Education classes. The author states; the“use of the masculine pronoun form in naming this reality, we hide one of the genders and we are discriminating against building contexts where both sexes are developed” (Valdivia-Moral, 2018, p.3).On that note, the author also suggests the importance of mindfulness before teaching to students; “the influence that the different gender stereotypes may have on the students’ school life, it is important to know whether the activities proposed by teachers reinforce or, on the contrary, try to confront sexist prejudices” (Valdivia-Moral, 2018, p.3). In a grade three context, this is relevant in being mindful of gender equality at a young age. Teaching students this at a younger grade level could prevent bias in the classroom and allows students to gain more of an understanding of respect to themselves and others.
In a Physical Education environment, students are constantly learning new foundational movement skills and abilities, which allows students to use them in movement activities. For some students, competitiveness plays a factor when participating in games and activities. In the Saskatchewan Curriculum Physical Education 3 indicator (e) “Engage positively with maximum effort while respecting the abilities of others when participating in movement activities” (2010). This indicator is important because it teaches students to encourage their classmates when doing an activity. As some students might have more experience due to them being in extracurriculars and having a high knowledge about working hard, working as a team and sportsmanship. This could be an issue, due to some students being more competitive in phys.ed class. Which can create a restriction of harmony towards cooperating with classmates. For example, if a class is playing basketball, the students who are more knowledgeable and skilled in basketball are more likely to contribute to the game and the other students who do not know this sport, potentially feel left out due to them not ‘being good enough’. To eliminate this type of bias, how can teachers encourage a fair/equal play and teach the importance of encouraging other students? In the article; Competition in Physical Education: Avoid, Ask, Adapt or Accept? (2018). The author argues that Competition should not even be part of Physical Education; “He analyzed competition to lead, on an individual level, to ills such as obsessional and narrow thinking, conformity, selfishness, hostility, lower self-esteem and creativity, and on a social level to ills such as prejudice, hostility, aggression, cheating, violence, as well as a loss of community and sociability” (Aggerholm, 2018). As competitiveness is not healthy to promote in the classroom, the author also discusses giving students the variety of options. This is important because it allows students to feel comfortable participating in the classroom. The author also addresses; “Physical education should for this reason contribute to broaden the students’ horizon by providing experiences with unusual and contrasting forms of activities from a variety of different physical cultures” (Aggerholm, 2018). I found this important because providing this to students not only allows students to gain more experience in different activities, but it eliminates competition due to learning unique and different types of games. However, researching ways in creating an equal encouragement to students is in promoting them with options.
As students develop in their learning, they begin to recognize things they are good and bad at. For example, in a school setting, students will determine if they are a math or english learner. Students who develop these closed-minded attitudes have created a limitation within themselves and their learning. This type of mentality can occur in Physical Education as well, where students do not believe they have the physical ability to try new things. In the Saskatchewan Curriculum Physical Education 3 indicator g; “Create and implement adaptations to movement activities that will support peers with physical limitations to participate fully” (2010). With this indicator, it means to provide options or adaptations to fluctuate to all students to participate fully. This is important to incorporate in the classroom because it provides a variety of options to pick to students skill level, this is especially beneficial because in some situations some students are at different skill levels. In the article Harvesting Harmony: Mindfulness in Physical Education (2017) the author discusses the importance of equality and mindfulness in Physical Education. The author, Shannon Mulhearn, suggests that students need to begin being mindful when developing their understanding in certain skills. To help promote this Shannon expresses in using the seven attitudes as pillars of mindful practices: non-judging, patience, beginner’s mind, trust, non-striving, acceptance and letting go (Mulhearn, 2017, p.4). In each pillar, it allows examples and methods for teachers to demonstrate encouragement to students in each development stage; “these are concepts commonly used by teachers, but it is necessary to point these skills out to students in order for them to know that they have the tools to cope with the stress in their lives” (Mulhearn, 2017, p. 6-7). In order to allow students to feel comfortable, teachers need to provide adaptation and encouragement to their lessons/activities. Providing this not only helps the students, but it will improve students in progressing their development at their own speed.
In Physical Education, inequality and bias happen in the classroom. These issues can create an impact on students' development in understanding the importance of Physical Education. Eliminating typical bias such as gender equality, competitiveness, and lack of confidence are all issues that some students experience in Physical Education. Amongst my research I gained knowledge in understanding how to eliminate these types of bias and creating equality in the classroom. From doing this did I not only gain knowledge about creating an equal environment to students, but I have new ideas to bring to my future classroom.
Resources:
Saskatchewan Curriculum: Physical Education 3. (2010). Retrieved October 22, 2020, from https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/CurriculumOutcomeContent?id=193
Nicholson, A. (2018, March 23). Where are all the girls?: Why many female students drop out of gym after Grade 10. Retrieved October 22, 2020, from https://calgaryjournal.ca/news/4106-where-are-all-the-girls-why-many-female-students-drop-out-of-gym-after-grade-10.html/
Valdivia-Moral, P., Molero, D., Díaz-Suarez, A., Cofre, C., & Zagalaz-Sánchez, M. L. (2018). Coeducational methodology used by physical education teachers and students’ perception of it. Sustainability, 10(7), 2312. doi:http://dx.doi.org.libproxy.uregina.ca/10.3390/su10072312
Aggerholm, Kenneth, Standal, Øyvind Førland, & Hordvik, Mats Melvold. (2018). Competition in Physical Education: Avoid, Ask, Adapt or Accept? Quest (National Association for Kinesiology in Higher Education), 70(3), 385-400.
Mulhearn, Shannon C, Kulinna, Pamela Hodges, & Lorenz, Kent A. (2017). Harvesting Harmony: Mindfulness in Physical Education. Journal of Physical Education, Recreation & Dance, 88(6), 44-50.
Teacher Resource Ideas
Unit Plan Idea: http://www.humankinetics.com/acucustom/sitename/Documents/DocumentItem/4764.pdf
In this document it contains a small unit regarding fair play in and around the classroom. At the beginning of the document, it mentions how in schools, have incorporated this into all K-6 classes and have seen a difference not only in the classroom, but outside during recess. With that being said, in the document it provides a day by day plan of what should be taught in each lesson. This unit is nice because it allows class discussion and gets students thinking the right and wrongs about fair play. As we know as future teachers, we are not given the correct amount of time in the gym. This unit is nice because half of it can be discussed in class and the other half can take part in the gym or outside. In connection with the grade 3 Physical Education curriculum, outcome (3.10 a,d) it supports in providing students the idea of encouraging, supporting and involving all students in movement ideas.
Effective Teaching Strategies: https://www.supportrealteachers.org/adapted-physical-education.html
On this website it provides a platform of resources and tools in regards to making adaptation in Physical Education. Some of resources include lesson ideas, teaching strategies and modifications, disability awareness activities and inclusion. In each resource it provides videos, links and blogs that allow teachers to learn ways to gain equality and fairness within their physical education classes. In the relation to the Physical Education grade 3 curriculum (3.10 g) discusses the importance of implementing adaptations in movement activities. This resource connects to this indicator because it provides useful tools to support students who need adaptations in Phys.ed.
R-E-S-P-E-C-T game:https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4686#.X5HqdC05QfQ
This fun, easy game provides the opportunity for students not only to learn what the word “respect’ means, but it allows them to work as a team. The main objective of the game is students are divided into groups and need to work as a team to find particular cards to spell out a word, which in this case is ‘Respect’. With this being a relay race, the groups will be on one side of the gym and the card will be on the opposite side. Each group member will take turns running across the gym to pick up a card and will take it back to their team. The first group to spell the right word wins. This game is the perfect way to connect with (3.10 a) in the grade 3 Physical Education curriculum because it not only allows students to work together, but it allows students to learn about the word respect.
In this document it contains a small unit regarding fair play in and around the classroom. At the beginning of the document, it mentions how in schools, have incorporated this into all K-6 classes and have seen a difference not only in the classroom, but outside during recess. With that being said, in the document it provides a day by day plan of what should be taught in each lesson. This unit is nice because it allows class discussion and gets students thinking the right and wrongs about fair play. As we know as future teachers, we are not given the correct amount of time in the gym. This unit is nice because half of it can be discussed in class and the other half can take part in the gym or outside. In connection with the grade 3 Physical Education curriculum, outcome (3.10 a,d) it supports in providing students the idea of encouraging, supporting and involving all students in movement ideas.
Effective Teaching Strategies: https://www.supportrealteachers.org/adapted-physical-education.html
On this website it provides a platform of resources and tools in regards to making adaptation in Physical Education. Some of resources include lesson ideas, teaching strategies and modifications, disability awareness activities and inclusion. In each resource it provides videos, links and blogs that allow teachers to learn ways to gain equality and fairness within their physical education classes. In the relation to the Physical Education grade 3 curriculum (3.10 g) discusses the importance of implementing adaptations in movement activities. This resource connects to this indicator because it provides useful tools to support students who need adaptations in Phys.ed.
R-E-S-P-E-C-T game:https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4686#.X5HqdC05QfQ
This fun, easy game provides the opportunity for students not only to learn what the word “respect’ means, but it allows them to work as a team. The main objective of the game is students are divided into groups and need to work as a team to find particular cards to spell out a word, which in this case is ‘Respect’. With this being a relay race, the groups will be on one side of the gym and the card will be on the opposite side. Each group member will take turns running across the gym to pick up a card and will take it back to their team. The first group to spell the right word wins. This game is the perfect way to connect with (3.10 a) in the grade 3 Physical Education curriculum because it not only allows students to work together, but it allows students to learn about the word respect.