Boys, Bodies, and Bullying in Health and Physical Education Class: Implications for Participation and Well-Being

Autor/in	Jachyra, Patrick
Titel	Boys, Bodies, and Bullying in Health and Physical Education Class: Implications for Participation and Well-Being
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 7 (2016) 2, S.121-138 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2016.1196112
Schlagwörter	Males; Bullying; Physical Education; Student Participation; Well Being; Self Concept; Ethnography; Case Studies; Health Education; Foreign Countries; Adolescents; Single Sex Schools; Qualitative Research; Grounded Theory; Participant Observation; Semi Structured Interviews; Grade 8 + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Mobbing; Körpererziehung; Sportunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Ethnografie; Case study; Fallstudie; Case Study; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Qualitative Forschung; Teilnehmende Beobachtung; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	In Ontario, Canada, adolescent boys are increasingly developing a disinterest towards health and physical education (HPE) class, and also are withdrawing from HPE as soon as they institutionally are allowed to do so. To date however, there has been a dearth of research that has explored the various mechanisms that are dissuading boys from active participation, and prompting boys to develop a cultural disaffection towards HPE. Drawing on data from an ethnographic case study, this paper begins to provide some insights in further understanding the emerging disaffection towards HPE, and increasing attrition rates among Canadian boys. As illustrated in the study findings, this paper suggests that boys who disengage from HPE do so not because they are genetically predisposed to be lazy, or are unmotivated. Rather, their repeated experiences of explicit and symbolic abuse, degradation, and ignominy from teachers and peers alike dissuade them from active HPE participation. The findings of this study suggest the need for teachers to initiate a reflexive stance in their teaching practices, while concomitantly teaching students critical health literacy skills in an effort to meet the health and well-being needs of adolescent boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01