Gendered bodies and physical education (PE) participation: exploring the experiences of adolescent students and PE teachers in Nova Scotia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Participation in physical education is often shaped by the gendered experiences of students. This study explored how the experiences of gendered bodies shaped participation in physical education (PE) among students in Nova Scotia, Canada. The study consisted of two phases: 1) focus groups with a total of 18 Grade 8 students (7 girls and 11 boys) attending public school in Nova Scotia, and 2) in-depth semi-structured interviews with six teachers (4 women and 2 men) responsible for teaching the Nova Scotia Grade 8 PE curriculum. Data were analysed through an interpretive phenomenological analysis. The analysis resulted in three main themes: 1) binary bodies, 2) competitive bodies, and 3) fluid bodies. Themes revealed the connections between gender, bodies, and participation in PE for students. Physical education in Nova Scotia (re)creates and (re)produces binary and heteronormative constructs of gender despite changes in the curriculum focused on inclusivity. The results of this study suggest that reviewing PE pedagogical methods and activities in relation to the influence it has on (re)producing gendered bodies would be critical in creating PE spaces that are inclusive to diverse genders and bodies. Such inclusive spaces can help increase student participation in PE.
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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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it