Engaging South-Asian female adolescents in secondary physical education: A culturally-relevant approach
Bibliographic record
Abstract
The South-Asian (SA) population constitutes the largest visible minority group in Canada; yet little Canadian research has examined gender and culture in physical education (PE) and strategies to increase PE participation among SA female adolescents. The lack of teacher training on culturally-relevant PE may cause PE teachers to perpetuate Western norms and ideals as being the most desirable. Based upon the theory of culturally-relevant PE, an in-depth literature review, and the authors’ teaching experiences, this paper examined the challenges to PE participation of SA female adolescents and proposes a framework as a set of strategies to help engage minority female adolescents (especially SA) in PE. The components of this framework include: a supportive learning environment; student-centred programming; alternative instructional models; authentic tasks and assessment; school, family, and community partnerships; and culturally-relevant pedagogy. This paper may support teachers’ efforts to increase SA female adolescents’ participation and enjoyment in school PE. ResumeLa population sud asiatique est la plus grande minorite visible au Canada; cependant peu de recherches au Canada ont etudie le genre et la culture en education physique aupres de cette population ni les strategies pour accroitre la participation a l’education physique des adolescentes de cette minorite. Le manque de formation des enseignants axee sur une education physique adaptee a la culture serait la cause de la perpetuation des normes et ideaux occidentaux comme etant les plus desirables en education physique. En se basant sur une theorie de l’education physique adaptee a la culture, une revue de litterature approfondie et sur l’experience d’enseignement de ses auteurs, cette etude decrit les defis touchant la participation a l’education physique d’adolescentes sud asiatiques et propose un cadre de reference sous forme d’un ensemble de strategies pour favoriser l’engagement d’adolescentes des minorites en education physique, et particulierement les sud asiatiques. Les elements de ce cadre de reference sont les suivants: un environnement d’apprentissage soutenant; une programmation centree sur l’eleve; des modeles alternatifs d’enseignement; des tâches d’apprentissage et une evaluation authentique; des partenariats avec l’ecole, la famille et la communaute; une pedagogie adaptee a la culture. Cette etude peut appuyer les efforts d’enseignants visant a augmenter la participation d’adolescentes sud asiatiques a l’education physique de meme que leur plaisir.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".